Ancient forms of religion were vibrant and dynamic traditions that were deeply integrated into the societies which practiced them, impacting nearly every realm of life and thought. This module introduces students to the fundaments of ancient religions by examining the unique religious traditions of several different cultures and geographical regions in antiquity. Across these different cultures, students will consider the relationship between religion and social organisation, empire, gender, sexuality, and economy in different ancient contexts. A wide variety of primary materials will be covered, including the physical remains of religious sites and artefacts as well as a vast array of literary sources. The module will consider how different cultures conceived of their deities and their own relationship to them, how religion informed morality and other social concepts, and how humanity interacted with the divine during life and after death.  

• Demonstrate their understanding of the religious ideology and practice of each distinct culture covered, and apply this understanding to comparisons across different ancient religions.
• Critically analyse a variety of primary material and artefacts and communicate what they reveal about ancient understandings of religion.
• Determine fundamental differences (and indeed similarities) between religious thought and practice in ancient societies and in the contemporary world.
• Demonstrate their familiarity with general approaches to the study of religion in antiquity and beyond, and describe how different contemporary approaches shape our understanding of ancient beliefs.
• Identify how religious beliefs and practices impact other realms of society, and shape norms of gender, sexuality, morality, and politics.

The module will be delivered by 20 one-hour meetings. Precisely how the meetings are used will be at the discretion of the individual lecturer, but sessions may be formed of a lecture followed by a group activity. Thematically, the module will be divided into four main sections, with introduction and concluding lectures at the beginning and end of the module. 

•           assimilating complex data and synthesising it effectively in written reports

•           ability to construct arguments through finding, selecting and critically examining a variety of different forms of relevant evidence

•           clear, accurate and effective communication of ideas and arguments in writing and in debate

•           observational skills, looking critically at texts and artefacts and describing them accurately

•           understanding the sources used by authors and artists in the past, their purpose, and the ways in which their agenda and dispositions impact our understanding of the evidence they provide.

•           team-working and contributing to group discussions

•           using IT resources as appropriate

•           independent working and time management

-Digital Museum Project: the students will work in groups of 6-8 on a specific theme or topic which they will then develop into a digital museum exhibition by choosing 15-20 artefacts of various media. They could then present the exhibition however they wish, be it by a WordPress blog or a detailed exhibition overview in Microsoft Word. Groups will be supervised by a tutor who will meet with the groups roughly three times over the course of the semester. The mark will be divided into several formative exercises to ensure that groups are working and meeting on a regular basis with staff supervision.

-Section Tests: Each section of the module (cluster of four lectures covering a geographical region or culture) will be evaluated by a section test. These will be comprised multiple-choice questions, and the tests will be administered on Learning Central in the week following each cluster. They will cover material directly covered in lectures and in assigned readings. Each test will be worth 12.5% of the overall module mark.

Although the precise topics covered by the module will vary year on year depending on the expertise of the staff contributing to it, general themes and topics that will be covered include:

• The economic dimensions of ancient religion.
• Religion, agriculture, and fertility in various ancient traditions.
• The relationship between religion, empire, and social organisation.
• How religion informs social understanding of gender, sexuality, morality, and justice.
• The practice of religion through sacrifice, prayer, texts, and belief.
• The materiality of religion: temples, sacred spaces, religious items, and religious art and imagery.
• Mythology, folklore, and the transmission of ancient religion.
• How religions interact with other religions: contact, conflict, exchange, and dominance.
• Responses to and challenged of ‘traditional’ religious beliefs.
• Religion and concepts of happiness, the afterlife, and the soul.
• The politics of knowledge, access to religion, religious expertise and professionalism.

The geographical regions, cultures, and time periods covered by this module will include:

• India
• Egypt
• The Ancient Near East
• Achaemenid Persia
• The Greek World
• Italy and the Roman Republic
• The Roman Empire
• Prehistoric and Neolithic Europe
• China

Laine, J. W. (2015), Meta-Religion: Religion and Power in World History, Berkeley.

Salzman, M.R. and M. A. Sweeney (2013). The Cambridge History of Religions in the Ancient World, vols. I and II. Cambridge.

Snell, D. C. (2011), Religions of the Ancient Near East, Cambridge.

Burkert, W. (1982), Greek Religion, Oxford [BL782.B8].

Bruit Zaidman, L. and P. Schmitt Pantel (1992, English translation), Religion in the Ancient Greek City, Cambridge [BL785.Z2].

Easterling, P.A. and J. Muir (1985), Greek Religion and Society, Cambridge [DF121.G7].

Guthrie, W. (1971), The Sophists, Cambridge [B288.G8].

Guthrie, W. (1971), Socrates, Cambridge [B316.G8].

Mikalson, J. (2004), Ancient Greek Religion, Malden [BL783.M4].

Ogden, D. (ed.) (2007), A Companion to Greek Religion, Malden [BL790.C6].

Parker, R. (1996), Athenian Religion: A History, Oxford [BL793.A8.P2].

Parker, R. (2005), Polytheism and Society at Athens, Oxford [BL793.A8.P2].

Price, S. (1999), Religions of the Ancient Greeks, Cambridge [DF121.G7].

Beard, M., J.A. North, and S. Price (1998), Religions of Rome, Cambridge [BL802.B3].

Dowden, K. (1992), Religion and the Romans, London [BL 801 D6].

Liebeschuetz, J.H.W.G. (1980), Continuity and Change in Roman Religion,. Oxford [BL802.L4].

North, J.A. (1976), ‘Conservatism and Change in Roman Religion’, Papers of the British School at Rome 44, 1ff.

North, J.A. (2000), Roman Religion, Oxford [BL802.N6].

Scheid, J. (2003), An Introduction to Roman Religion [BL801.S2].

Scullard, H.S. (1976), Festivals and Ceremonies of the Roman Republic, London [DG 125 S2].

Wardman, A. (1982), Religion and Statecraft among the Romans, London [DG 109 W2].

N. Brisch, Religion and Power. Divine Kingship in the Ancient World and Beyond (Chicago, 2008)

H. Frankfort, The Art and Architecture of the Ancient Orient (New Haven & London, 1954; rep. 1970)

H. Frankfort, Kingship and the gods: a study of ancient Near Eastern religion as the integration of society & nature (Chicago,1978).

S.H.Hooke, Myth, ritual, and kingship: essays on the theory and practice of kingship in the ancient Near East and in Israel (Oxford, 1958).

E. Hornung, Conceptions of God in ancient Egypt : the one and the many (London, 1983).

B. Jacobs & R. Rollinger Der Achämenidenhof / The Achaemenid Court (Wiesbaden, 2010).

F. Joannès, The age of empires: Mesopotamia in the first millennium BC. (Edinburgh, 2004).

O. Keel, The Symbolism of the Biblical World: Ancient Near Eastern Iconography and the Book of Psalms (New York, 1978).

I. Morris & W. Scheidel (eds.), The Dynamics of Ancient Empires. State Power from Assyria to Byzantium (Oxford, 2009).

B. Pongratz-Leisten, Religion and Ideology in Assyria (Studies in Ancient Near Eastern Records) (Munich, 2015)

B. Cumming, Egyptian Historical Records of the later Eighteenth Dynasty. Fascicle III (Amenhotep II-Thutmose III) (Warminster, 1984).

Egyptian Historical Records of the later Eighteenth Dynasty. Fascicle II (Amenhotep II-Thutmose IV) (Warminster, 1984).

S. Dalley (ed.), Myths from Mesopotamia (Oxford University Press, 1989).

G.R. Driver, Aramaic Documents of the Fifth Century BC. (Oxford, 1956).

G.R. Driver and J.C. Miles, The Assyrian Laws (Oxford, 1935).

A.R. George, The Babylonian Gilgamesh Epic: Introduction, Critical Edition and Cuneiform Texts (Oxford, 2003).

W.W. Hallo and K. L. Younger (eds.), The Context of Scripture, vols. 1-3 (Leiden 1997)

J.M. Lindenberger, Ancient Aramaic and Hebrew Letters (Atlanta, 2003).

D.D. Luckenbill, Ancient records of Assyria and Babylonia. 2 Vols. (New York, 1968)

W.L. Moran, The Amarna letters (Baltimore, 1992)

J. B. Pritchard (ed.), Ancient Near Eastern Texts relating to the Old Testament (Princeton, 1969)

D. W. Thomas (ed.), Documents from Old Testament Times (Edinburgh 1958; New York, 1961)

Z. Zevit, The Religions of Ancient Israel (Continuum, 2000).

R. Albertz, A History of Israelite Religion in the Old Testament Period, vols. 1-2 (London 1994).

D. Callender and D. E. Callender Jr. (eds), Myth and Scripture: Contemporary Perspectives on Religion, Language and Imagination (Society of Biblical Literature, 2014).

M. S. Smith, The Early History of God (Eerdmans, 2002).

K.L. Noll, Canaan and Israel in Antiquity: A Textbook on History and Religion (London: Bloomsbury T&T Clark 2013 second edition).

M.S. Smith, The Origins of Biblical Monotheism: Israel's Polytheistic Background and the Ugaritic Texts (Oxford, 2003).

This module explores the relationship between film, television and other forms of media and the subjects which make up SHARE’s key disciplines: history, ancient history, archaeology and conservation, and religion.

Every type of written history – be it biography, religious hagiography or archaeological report - is a product of processes of condensation, displacement, symbolization, and qualification. Film theorists would argue that exactly the same processes are used in the production of filmed representation. It is only the medium that differs, not the way in which the messages are produced. This course explores how the film process engages with the past and present, exploring both media which can be classified as historical data (propaganda films, commercials and advertisements, newsreels, etc) and the process of creating history through media (Hollywood movies, European cinema, TV broadcasting, Hindi cinema, etc).

The module encourages students to think about the ways the present-day media creates and exploits diverse images of history and faith while helping them to understand how film can be used as a source for the study of history, archaeology and religion. 

• demonstrate knowledge and critical understanding of the ways in which media interact with historical and/or religious related themes.
• demonstrate a knowledge of and ability to deal with diverse primary source materials and to evaluate them appropriately.
• demonstrate a knowledge and critical understanding of modern theories and debates relating to the use of media in history, archaeology and religion, and an ability to evaluate the evidence with precision in relation to these debates.
• demonstrate a knowledge of and an ability to deal with contemporary issues in contemporary perceptions of media and historical and religious themes.
• discuss these issues in written work and in classroom discussion with coherent and logical arguments, clearly, coherently and correctly expressed.

1 hour teaching blocks, once a week over two semesters.

1 module convener, several module lecturers from across SHARE; supervision of group projects by PG tutors or module tutors.

The module is divided into teaching blocks, each covering an aspect of media in/through history, archaeology, and religion

• analysis of different forms of media-related evidence.
• observation and visual analysis
• assimilating and synthesising complex information and ideas
• critical thinking skills, including evaluating evidence, assessing arguments, and challenging assumptions
• constructing and defending arguments based on evidence
• clear, accurate and effective communication of ideas and arguments in writing and in debate
• employing basic skills and conventions in the presentation and use of diverse evidence
• contributing to group discussions
• using IT resources effectively
• independent working and time management
• bibliographic and referencing skills

• Group Creative Project (50%). This comprises of a project folio (which should incorporate diverse media: video, art work, scripts; storyboards etc) on one of several themes set by the module convener.
• Individual weekly online tests (self-marking) (50%). Individual tutors create a series of ten questions (based on text, image, film clip etc). 

The opportunity for reassessment in this module

Students who fail the module will normally be expected to resit the failed component(s) in the summer resit period through an alternative piece of written assessment. 

The course will explore themes such as:

Archaeology in the Media: Documentaries

Media Archaeology: Case Study – Egypt 

Archaeologists in Popular Culture: Indiana Jones and beyond.

Museums and Exhibitions – Presenting the Past

Conserving the Past

Visiting the Past ; Case Study – Caer Heritage Project

Archive footage: WWI through celluloid 

Propaganda and News  

The Past on Film: Nazi Cinema. Case Study: Triumph of the Will (1935)

History through film: Entertainment or Education?

How cinema and TV creates history

Literature, history and film

Costume drama –history

Case-Study – How Green Was My Valley (1941)

Jesus at the Movies

Mahabharata and popular culture

Projecting the Prophet

Jews, Christians, Pagans, a case-study: Agora (2009)

Myth-movies

Babington, B. and Evans, P.W. 1(993) Biblical Epics. Sacred Narrative in the Hollywood Cinema. Manchester: MUP.

Bickford-Smith, V. and Mendelsohn, R. (eds.) (2007) Black and white in colour: African history on screen. Cape Town: Ohio University Press.

Cannadine, D. (2004). History and the Media. London: Palgrave Macmillan.

Cyrino, M.S. (2005) Big Screen Rome. Oxford: Blackwell.  

Dwyer, R. (2006) Filming the Gods: Religion and Indian Cinema. London: Routledge.

De Groot, J. (2015) Remaking History. London: Routledge.

(2016) Consuming History: Historians and Heritage in Contemporary Popular Culture. London: Routledge.

Elliott, A. (2010) Remaking the Middle Ages: The Methods of Cinema and History in Portraying the Medieval World. Jefferson: McFarland & Co Inc.

Elsaesser, T (2017) Film History as Media Archaeology: Tracking Digital Cinema.

Erhardt, J (2016) Gendering History on Screen: Women Filmmakers and Historical Films. London: IB Tauris.

Finke, L.A. (ed.) (2009) Cinematic Illuminations: The Middle Ages on Film. Baltimore: Johns Hopkins University Press.

Gray, A. (ed.) (2012) History on Television. London: Routledge.

Hanna, E. (2009) The Great War on the Small Screen: Representing the First World War in Contemporary Britain. Edinburgh: EUP.

High, P.B. and Kepley, V. (2003) The imperial screen: Japanese film culture in the Fifteen years’ war of 1931 - 1945. Madison, WI: University of Wisconsin Press.

Holtorf, C. (2005) From Stonehenge to Las Vegas: Archaeology as popular culture. Walnut Creek, CA: AltaMira Press.

Herzberg, R. (2016) The Third Reich on Screen, 1929-2015. Jefferson: McFarland & Co Inc.

Iwamura, J. (2011) Virtual Orientalism: Asian Religions and American Popular Culture. Oxford: OUP.

Llewellyn-Jones, L. (2009) ‘Hollywood’s Ancient World’ in A. Erskine (ed.), A Companion to the Ancient World. Oxford: Blackwell, 564-79  

Lyden, J. (2003) Film as Religion: Myths, Morals, and Rituals: Myths, Morals, Rituals. New York: NYU Press.

Malamud, M. (2009) Ancient Rome and Modern America. Oxford. 

Malone, P. (2015) Screen Jesus: Portrayals of Christ in Television and Film. Lanham: Scarecrow Press.

Martin, J. (1995) Screening The Sacred: Religion, Myth, And Ideology In Popular American Film. Bolder: Westview Press.

Pereboom, M. (2010) History and Film: Moving Pictures and the Study of the Past. London: Routledge.

Robinson, W. (ed.) (2017) History, Fiction, and The Tudors: Sex, Politics, Power, and Artistic License in the Showtime Television Series. London: Palgrave Macmillan.

Rosenstone, R.A. (ed.) A Companion to the Historical Film. Oxford: Blackwell.

Shandley, R.R. (2001) Rubble films: German cinema in the shadow of the Third Reich. Philadelphia: Temple University Press.

Wistrich, R.S. and Holland, L. (1995) Weekend in Munich: Art, propaganda and terror in the Third Reich. London: Pavilion Books.

Zhang, Y. (2004) Chinese national cinema. New York: Taylor & Francis.

This module is designed to provide an introduction to some of the key themes in modern history, covering the period approximately 1750-1945. These themes cover a wide range of topics in political, social, cultural, economic, and intellectual history. These include political revolutions and social changes; industrialization; developments in public health and infrastructure; the rise of the nation-state; the significance of imperialist expansion; wars and mass violence; and changes in how people have identified themselves in relation to wider society. In the course of this module, you will learn to think deeply about the world you inhabit and the human forces that have shaped it. You will also be introduced to how historians specifically, and academics generally, think and work.

• demonstrate a broad knowledge and an understanding of the historical processes that contributed to the making of the modern world;
• demonstrate a critical understanding of a range of historical approaches used to analyse the making of the modern world;
• demonstrate a critical ability to gather, assimilate and interpret historical knowledge;
• demonstrate, as a necessary foundation for more detailed analysis in the second and final years of the degree, an understanding of concepts such as “modernization”;
• use a range of techniques to initiate and undertake analysis of information;
• identify strengths, weaknesses, problems, and/or peculiarities of alternative historiographies;
• develop causal explanations of historical processes;
• demonstrate skills in comparative historical analysis;
• deepen understanding of broad themes and developments considered in the course through case studies of particular historical phenomena.

A range of teaching methods will be used in each of the sessions of the course, comprising a combination of lectures and seminar discussion of major issues.

• communicate ideas and arguments effectively, whether in class discussion or in written form, in an accurate, succinct and lucid manner;
• formulate and justify arguments and conclusions about a range of issues, and present appropriate supporting evidence;
• an ability to modify as well as to defend their own position;
• an  ability to think critically and challenge assumptions;
• present their understanding and critical thinking clearly and concisely in one piece of formative  coursework and one summative  essay of not more than 2,000 words;
• an ability to use a range of information technology resources to assist with information retrieval and assignment presentation;
• time management skills and an ability to independently organise their own study methods and workload;
• work effectively with others as part of a team or group in seminar or tutorial discussions.

Students will be summatively assessed by means of one essay of between 1500 and 2000 words (excluding empirical appendices and references) [50%], and one unseen written examination paper of up to two hours’ duration, in which the student will answer two questions [50%].

Course assignments:

1. The formative and summative Essays are designed to give students the opportunity to demonstrate their ability to review evidence, draw appropriate conclusions from it and employ the formal conventions of scholarly presentation. The essays must be no longer than the set word count (excluding empirical appendices and references).
2. The Examination will take place during the second assessment period [May/June] and will consist of an unseen two hour paper that will contribute the remaining 50% of the final mark for this module. Students must write 2 answers in total.

The opportunity for reassessment in this module

Individual cases will be determined by the Examination Board of the History Board of Studies.  Reassessment will normally take the form of a reassessment of the failed components (e.g. coursework, examination) in the August Resit Examination Period.

The course will cover a wide range of topics including:

ENLIGHTENMENT AND THE AGE OF REVOLUTION

• What was the Enlightenment?
• The Age of Revolution in the Atlantic World
• Slavery and Race

SCIENCE, TECHNOLOGY AND SOCIAL CHANGE

• The Industrial Revolution and Modernization
• Mass Culture
• The Built Environment and Modernity

NATIONALISM AND IMPERIALISM

• Nationalism
• Imperialist Expansion
• Managing Empire: Medicine and Empire

WAR, VIOLENCE AND REVOLUTION

• The Development of Total Warfare: From Napoleon to World War I
• The First World War and Social Change
• Revolutionary Russia and International Socialism
• Alternative Modernities: Fascism and Communism
• War and Genocide

IDENTITIES

• Class
• Race
• Gender

The course will cover a wide range of topics including:

ENLIGHTENMENT AND THE AGE OF REVOLUTION

• What was the Enlightenment?
• The Age of Revolution in the Atlantic World
• Slavery and Race

SCIENCE, TECHNOLOGY AND SOCIAL CHANGE

• The Industrial Revolution and Modernization
• Mass Culture
• The Built Environment and Modernity

NATIONALISM AND IMPERIALISM

• Nationalism
• Imperialist Expansion
• Managing Empire: Medicine and Empire

WAR, VIOLENCE AND REVOLUTION

• The Development of Total Warfare: From Napoleon to World War I
• The First World War and Social Change
• Revolutionary Russia and International Socialism
• Alternative Modernities: Fascism and Communism
• War and Genocide

IDENTITIES

• Class

• Race
• Gender

Given the nature of the module and research-led teaching, it would be impossible to provide a single textbook or overview. However, for those students who are seeking useful narrative histories or introductions to the period and global history, you should consider looking at:

C.A. Bayly, The Birth of the Modern World (2004)

Eric Hobsbawm, The Age of Revolution: Europe 1789-1848 (London, 1973)

Eric Hobsbawm, The Age of Capital, 1848-1875 (London, 1977)

Eric Hobsbawm, The Age of Empire, 1875-1914 (London, 1987)

Eric Hobsbawm, Age of Extremes: The short twentieth century, 1914-1991 (London, 1994)

Pat Hudson, The Industrial Revolution (1992)

This module provides an introduction to the modern and contemporary histories of Asia including India, China and Japan. Western representations of Asia are filled with exotic images of Shangri La, Geisha, Samurai and snake charmers, yet in the present day, the twenty-first century is often described as the ‘Asian century’. This module attempts to familiarize students with major themes in the history of a diverse, yet interconnected continent.  Mainly focusing on the last two and half centuries (ca.1757-ca.2000), we will trace the historical processes of imperialism, colonialism, and nationalism and the attendant process of globalization in India, China and Japan. Asia and the West, have deep connections going back in historical time. We will examine the transformations Asian peoples underwent as a result of their interaction with Western colonialism, and the different strategies of resistance adopted by them to overcome and/or adapt to the changes they confronted.  Asian interaction with the West created three very different forms of political, economic and ideological systems in the three Asian societies under scrutiny. The module seeks to analyse the historical processes that led to the emergence of a popular communist leadership in China, an elite liberal-democratic leadership in India and an oligarchy devoted to the market economy in Japan. Exploring the similarities and differences in the experience of Japan, China and India, this course compels students to reflect on the factors that link Asian societies and histories together, and those that make them distinct. The class will follow a lecture-seminar discussion format.  To gain diverse perspectives, various types of readings are utilised such as primary sources in English and in translation, alongside fictional works and scholarly interpretations of Asian societies. Where possible, visual aids such as films, trips to museums and guest lectures are integrated in order to explore and deepen students’ understanding of Asian history and culture. No prior knowledge of Asia is required.

History in Practice Part 1

This course introduces you to the different frameworks which underpin historical research and the many different ways of writing history, while providing training in the skills necessary to practice history at undergraduate level. The module is taught through a range of case studies from different chronological periods. By the end of the module, you will not only understand why historians disagree, but you will have developed a set of practical skills that will enable you to participate in these debates, and to disagree with the historians you are reading (and perhaps with your tutors as well!)

• Critically read and gain knowledge of the broad contours of the political, social, economic and cultural histories of a selection of Asian nations from ca. 1757 to ca. 2000.
• Understand and interpret the connections and interaction between the West and indigenous societies of Asia in the areas of politics, ideologies and economic organisation.
• Outline and critically discuss a number of major events, episodes and themes in continental and national history and their broad significance.
• Bring an Asian perspective to a number of historical concepts, such as questions of imperialism, colonialism, modernity, under-development and globalisation.
• Articulate the role of history in shaping contemporary Asian issues.
• Instil a greater appreciation of, and, nurture sensitivity towards Asian cultures, societal norms and dilemmas in historical context.

A range of teaching methods will be used in each of the sessions of the course, comprising a combination of lectures and seminar discussion of major issues.

Academic Skills (Knowledge, Understanding and Intellectual Skills)

Knowledge and Understanding

• to demonstrate a broad knowledge and an understanding of the historical processes that contributed to the making of Asia;
• to demonstrate a critical understanding of a range of historical approaches used to analyse the inter connections between Asia and the West;
• to demonstrate a critical ability to gather, assimilate and interpret historical knowledge.

Intellectual Skills

• to demonstrate, as a necessary foundation for more detailed analysis in the second and final years of the degree, an understanding of concepts such as “globalisation”; “imperialism”; “nationalism” and “modernization”;
• to use a range of techniques to initiate and undertake analysis of information.

Subject Specific (Including Practical) Skills

• to develop causal explanations of historical processes;
• to demonstrate skills in comparative historical analysis;
• to deepen understanding of broad themes and developments considered in the course through case studies of particular historical phenomena;
• to identify strengths, weaknesses, problems, and/or peculiarities of alternative historiographies.

Employability Skills

• communicate ideas and arguments effectively, whether in class discussion or in written form, in an accurate, succinct and lucid manner;
• formulate and justify arguments and conclusions about a range of issues, and present appropriate supporting evidence;
• an ability to modify as well as to defend their own position;
• an  ability to think critically and challenge assumptions;
• an ability to use a range of information technology resources to assist with information retrieval and assignment presentation;
• time management skills and an ability independently to organise their own study methods and workload;
• work effectively with others as part of a team or group in seminar or tutorial discussions.    

How the module will be assessed

Students will be assessed by means of a combination of a 1,000 word formative essay, a 2,000 word summative essay (comprising 50% of the final module mark), and a two-hour unseen written examination paper in which the student will answer two questions [50%].

Course assignments:

1. The Assessed Essays are designed to give students the opportunity to demonstrate their ability to review evidence, draw appropriate conclusions from it and employ the formal conventions of scholarly presentation. They must be no longer than 2,000 words (excluding empirical appendices and references). The best mark of the two will count towards the final mark.
2. The Examination will take place during the second assessment period [May/June] and will consist of an unseen two hour paper that will contribute the remaining 50% of the final mark for this module. Students must write 2 answers in total.

The opportunity for reassessment in this module

Individual cases will be determined by the Examination Board of the History Board of Studies.  Reassessment will normally take the form of a reassessment of the failed components (e.g. coursework, examination) in the August Resit Examination Period.

The anticipated structure of this course are given below:

BLOCK A: EUROPEAN EMPIRES OVERSEAS: IMPERIALISM & ASIA (3x lectures)

BLOCK B: THE BIRTH OF ASIAN NATIONALISMS (3x lectures)

BLOCK C: INDEPENDENCE, NATION-MAKING AND STATE BUILDING (3xlectures)

BLOCK D: WOMEN AND GENDER IN ASIA (3xlectures)

BLOCK E: GLOBAL UPHEAVALS: MAKING OF CONTEMPORARY ASIA (3xlectures)

These thematic blocks will be supported with introductory and concluding lectures, as well as guest lectures and alternative approaches, where appropriate. 

Background Reading and Resource List

Andrew Gordon, A Modern History of Japan, (Oxford, 2008).

Ian Buruma, Inventing Japan, (New York, 2004).

Marius Jansen, The Making of Modern Japan, (Cambridge:US, 2002).

Michael Dillon, China: A Modern History (London, 2012).

Pamela Kyle Crossley, The Wobbling Pivot: China Since 1800: An Interpretive History, (New York, 2010).

Rana Mitter, Modern China: A Very Short Introduction, (Oxford, 2008).

Rhoads Murphey, A History of Asia, 6^th edn., (New York, 2009).

WMT De Bary, C Gluck, & AE Tiedemann, Sources of Japanese Tradition, Second Edition, Volume 2, (New York, 2005).

What is a nation? Can nations exist without a state? Are nations created only in the imaginations of citizens? The purpose of this module is to explore how nations are shaped by economic, social, political and cultural forces. It will examine how national identities can be shaped by political parties, popular movements, historians and the heritage industry. People’s own attachment to place will be crucial in understanding how imagined histories, and historical processes, shaped protest and political movements. This module explores the identity and the social and political struggles of a minority people – members of a stateless nation, living within a multi-national state. It will explore how economic factors, language, religion, culture, education, philosophical values and politics played a role in shaping their consciousness and their history. It will ask how the ideas of oppression or suppression as well as difference could themselves be invented. An important component of the module will focus upon the heritage industry to ask how popular history plays a role in shaping and defining identity. You will be challenged to critically consider how you might present national histories to the public. The nation which forms the module’s subject matter is the nation in which you are currently living: Wales. The module will provide a case study for exploring questions of national identity and nation making, which will enable you to think more widely about the crucial theme of nations and nationalism in the modern world. No prior knowledge of Wales is necessary; all you need is an imagination and a willingness to engage in the immediate world around you.

• Demonstrate a critical understanding of how nations and national identities are shaped
• Evaluate and analyse the role of historians in presenting national histories
• Critically consider how history is both used and made in areas beyond that of academic historical practice
• Outline and critically discuss the major social and economic changes within Welsh society in the nineteenth and twentieth centuries
• Understand and interpret key concepts including identity, gender, class and popular culture in relation to modern Wales
• Demonstrate a critical understanding of the development of political and social movements in modern Welsh society
• Analyse and interpret primary source materials

A range of teaching methods will be used in each of the sessions of the course, comprising a combination of lectures and seminar discussion of major issues.

While studying this module, students will communicate ideas and arguments in a variety of forms, including oral presentations, group work, and in written form. They will develop critical reading and writing skills as they engage with historical literature, placing this in a historiographical and methodological framework and coming to their own conclusion as to the validity of evidence and material on topics studied. They will, as a consequence, engage with theoretical arguments and apply this in their own work. During seminars students will analyse primary materials, collaborate with their peers to present ideas and arguments, offer presentations, and engage in plenary class discussions. The module will also focus on key employability and transferable skills through the heritage portfolio element. 

Students will be assessed by means of a combination of one 2000 word assessed essay [50%] and one 2000 word (or equivalent) portfolio [50%]. Students will also have the option to complete a 1,000 word unassessed primary source analysis.

Essay 1 is a formative piece of coursework designed to give students the opportunity to critically engage with and analyse a primary source on the topic they are studying. It must be no longer than 1,000 words (excluding appendices, references, and bibliography). Students will be expected to choose a primary source from the weeks studied, place it in its historical and historiographical context, consider its methodological uses and limitations, and to suggest the broader relevance of the source to historians. Students will be assessed on their understanding of the source chosen and their ability to critically engage with and analyse its broader uses and limitations.

Essay 2 will contribute 50% of the final mark for the module. It is designed to give students the opportunity to demonstrate their ability to review evidence, draw appropriate conclusions from it and employ the formal conventions of scholarly presentation. It must be no longer than 2,000 words (excluding appendices, references, and bibliography).

The Portfolio will contribute to 50% of the final module mark. The portfolio is designed to give students the opportunity to critically consider the presentation of history to the public through the heritage industry. Working in small groups, students will be required to choose a topic studied on the module and to consider how they might disseminate this topic to the wider public in an engaging and meaningful way. Each student will be required to submit their chosen form of presentation of a topic (e.g. panels for a museum, short documentary film, blog, heritage display) alongside a 1,000 word reflective commentary (including a critique of heritage and historiographical understanding of the topic). 

The opportunity for reassessment in this module

Individual cases will be determined by the Examination Board of the History Board of Studies.  Reassessment will normally take the form of a reassessment of the failed components (e.g. coursework, examination) in the August Resit Examination Period.

Syllabus content

Lecture plan:

• Introduction
• Nations, nationalism and stereotypes
• Economy and society in nineteenth century Wales
• Uprisings and riots: Protest movements, class and nation, 1830s-40s
• Welsh culture, popular culture and identity in nineteenth century Wales
• Politics in nineteenth century Wales
• Economy and society in twentieth century Wales
• Britishness and Welshness: Popular culture in the twentieth century
• National politics in twentieth century Wales
• Resisting change: Protest movements in twentieth century Wales
• Historians and Wales
• Assessment and the portfolio
• Case study: Cardiff in the nineteenth century
• Case study: Cardiff in the twentieth century
• Interpreting Cardiff’s history – guest lecture from someone from the museum sector
• Heritage: An introduction
• Heritage: A critique
• Images and imaginings of Wales: Film, art and novels
• Conclusion and revision

Seminar themes:

• Nations and nationalism
• Politics
• Protest
• Popular culture
• Heritage – critique
• Student-led seminar (group work for the portfolio)
• Heritage projects progression seminar
• Student-led seminar (group work for the portfolio)

Syllabus content

Lecture plan:

• Introduction
• Nations, nationalism and stereotypes
• Economy and society in nineteenth century Wales
• Uprisings and riots: Protest movements, class and nation, 1830s-40s
• Welsh culture, popular culture and identity in nineteenth century Wales
• Politics in nineteenth century Wales
• Economy and society in twentieth century Wales
• Britishness and Welshness: Popular culture in the twentieth century
• National politics in twentieth century Wales
• Resisting change: Protest movements in twentieth century Wales
• Historians and Wales
• Assessment and the portfolio
• Case study: Cardiff in the nineteenth century
• Case study: Cardiff in the twentieth century
• Interpreting Cardiff’s history – guest lecture from someone from the museum sector
• Heritage: An introduction
• Heritage: A critique
• Images and imaginings of Wales: Film, art and novels
• Conclusion and revision

Seminar themes:

• Nations and nationalism
• Politics
• Protest
• Popular culture
• Heritage – critique
• Student-led seminar (group work for the portfolio)
• Heritage projects progression seminar
• Student-led seminar (group work for the portfolio)

Stefan Berger and Chris Lorenz (eds), The Contested Nation: Ethnicity, Class, Religion and Gender in National Histories (Basingstoke, 2011)

Stefan Berger, M. Donavan and Kevin Passmore (eds), Writing National Histories: Western Europe Since 1800 (London, 1999)

John Davies, A History of Wales (London, 2007)

Martin Johnes, Wales Since 1939 (Manchester, 2012)

Tracey Loughran (ed.), A Practical Guide to Studying History (London, 2017) – Chapters by Mark Williams, Siobhan McGurk, Stephanie Ward, Jane Hamlett and David Wyatt.

Kenneth O. Morgan, Rebirth of a Nation: Wales 1880-1980 (Oxford, 1980)

Rhiannon Mason, Museums, Nations, Identities: Wales and its National Museums (Cardiff, 2007)

Spanning 1000 years, this module will take students on a time-travelling journey around the world of the Middle Ages: north, east, south and west. The Medieval era is sometimes regarded as the relatively backward period that links the golden age of classical civilisation with the technological dynamism of the modern era. Yet far from being a backwater of history, the Medieval period was a time of rapid social, economic and cultural change. It saw the rise of towns, trade routes and new technologies; witnessed tumultuous conflicts and innovative warrior elites; saw clashes of faith and heresy. It was a time of new learning and ways of thinking about the world; an era of cultural expansion, exploration and settlement. Old certainties were challenged and in the encounter of cultures new vistas of knowledge and geographical expansion opened. Modern states and governments began to form, and the old empires crumbled. Taking a global approach and encompassing the disciplines of history, archaeology and religion, this module draws on original records and commentaries, artefacts and visual evidence, employing a series of exciting case studies and group projects to explore these vibrant Medieval Worlds.

• Demonstrate through comparative analysis a critical understanding of people, belief or societies in different geographical zones in the Medieval period
• Analyse and interpret a range of primary source materials, including material, visual and written sources
• Work effectively in a team in the co-production of the coursework assessments
• Present group findings in visual form and in oral presentation;
• Present individual assessment in summative written coursework.

A range of teaching methods will be used in each of the sessions of the course, comprising a combination of lectures and seminar discussion of major issues.

Academic Skills (Knowledge, Understanding and Intellectual Skills)

Students will practise and develop their ability to:

Knowledge and Understanding

• demonstrate a broad knowledge and an understanding of the processes that contributed to the development of the Medieval world;
• demonstrate a critical understanding of a range of interdisciplinary approaches used to analyse and compare the development of different regions of the Medieval world;
• critically gather, assimilate and interpret knowledge of the past;
• critically compare different forms of evidence about the past.

Intellectual Skills

• demonstrate an understanding of relevant concepts;
• use a range of techniques to initiate and undertake analysis of information.

Subject Specific (Including Practical) Skills

• develop causal explanations of historical processes;
• demonstrate skills in comparative analysis.

Employability Skills

• communicate their ideas and arguments effectively, in group discussion and in visual, oral and written form, in an accurate, succinct and lucid manner;
• think critically and challenge assumptions;
• use a range of information technology resources to assist with information retrieval and assignment presentation;
• independently organise their own study methods and workload, and manage their time;
• work effectively with others as part of a team or group.

1) A group project (groups of up to five students), leading to a poster and a presentation given in a conference-style assessment day, which all students on the course will attend. Each project should be a comparative, interdisciplinary study based on one of the course themes (people, belief or society), which includes at least two of the four cardinal points and includes objects/ place / people covered in lectures. Each group’s choice of topic will be supervised by lecturing staff in a series of timetabled supervision meetings.

2) Individual assessment: a Portfolio of work submitted during the course of the two semesters, comprising a discussion of the topic for the group project and how it was arrived at; a preliminary survey of the evidence for the topic with bibliography of books and journal articles and a project plan; an updated bibliography and project plan; and a reflective piece on the presentation.

The referencing style for written assessments should follow that used by the student’s home department.

The assessment types are as follows:

Coursework:                                Portfolio

Practical Assessments:               Poster and Presentation

The opportunity for reassessment in this module

Individual cases will be determined by the Examination Board of the History Board of Studies.  Reassessment will normally take the form of a reassessment of the failed components (e.g. coursework, examination) in the August Resit Examination Period.

Four lectures on each of the cardinal points (North, East, South, West), following this general structure:

1. Introduction to this zone;

2. People

3. Belief

4. Society

Each lecture will focus on an object and/ or a place, and/ or a person.

The geographical zone constituting each of the cardinal points may vary from year to year depending on lecturer availability.

Essential Reading and Resource List

M. Barber, The Two Cities. Medieval Europe, 1050-1320, 2^nd edn (Routledge, 2004) – available as an e-book by searching the university library catalogue

R. Bartlett, The Making of Europe. Conquest, Colonisation and Cultural Change, 950–1350 (Penguin, 1993)

M. Carver and J. Klapste, J. 2012. Archaeology of Medieval Europe: Volume 2: Twelfth to Sixteenth Centuries AD, Aarhus: Aarhus University Press.

J. Graham-Capbell and M. Valor (eds). 2007. Archaeology of Medieval Europe. Vol. 1. The Eighth to Twelfth Centuries AD. Aarhus: Aarhus University Press.

D. C. Lindberg and M. H. Shank, The Cambridge History of Science, vol. 2: Medieval Science (Cambridge University Press, 2013) (available online as an ebook)

C. Loveluck, 2013. Northwest Europe in the Early Middle Ages, c. AD600-1150: A Comparative Archaeology. Cambridge University Press.

J. Shepard (ed.), The Cambridge History of the Byzantine Empire (Cambridge University Press, 2008) (available online as an ebook)

Burton Stein, A History of India, Wiley-Blackwell, 1998 [ASSL DS436.A3.S8, etext: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.cardiff.ac.uk/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781444323511]

Background Reading and Resource List

Ayers, B. 2016. The German Ocean: Medieval Europe Around the North Sea. London: Equinox.

Brink, S. and Price, N. 2008. The Viking World. London: Routledge.

Marcus Bull, Thinking Medieval: An Introduction to the Study of the Middle Ages (Palgrave, 2005) – available as an e-book by searching the university library catalogue

Campbell, B. 2016. The Great Transition: Climate, Disease and Society in the Late-Medieval World. Cambridge: Cambridge University Press.

Christie, N. 2006. From Constantine to Charlemagne: An Archaeology of Italy AD300-800. Farnham: Ashgate.

Creighton, O. 2012. Early European Castles: Aristocracy and Authority, AD800-1200. London: Bristol Classical Press.

Gilchrist, R. and Reynolds, A. (Eds). 2009. Reflections: 50 Years of Medieval Archaeology. Leeds: Maney.

Hamerow, H, 2002. Early Medieval Settlements: The Archaeology of Rural Communities in North-West Europe, 400-900. Oxford: Oxford University Press.

P. M. Holt, The Age of the Crusades: The Near East from the Eleventh Century to 1517 (Longman, 1986)

Hodges, R. 2000. Towns and Trade in the Age of Charlemagne. London: Duckworth.

Jervis, B., Broderick, L. and Grau-Sologestoa, I. (Eds). 2016. Objects, Environment and Everyday Life in Medieval Europe. Turnhout: Brepols.

William Chester Jordan, Europe in the High Middle Ages (Penguin, 2001)

Jacques Le Goff, Medieval Civilisation, 400-1500 (Blackwell, 1988)

Jacques Le Goff, The Birth of Europe, 400-1500, new edn (Blackwell, 2005)

George Holmes, ed. The Oxford [Illustrated] History of Medieval Europe (OUP, 1988)

Laine, J., Metareligion: Religion and Power in World History, University of California Press, Oakland, 2014 [ASSL BL80.3.L2

Pluskowski, A. 2013. The Archaeology of the Prussian Crusade: Holy War and Colonisation. London: Rouledge.

Valor, M. and Gutierrez, A. 2015. The Archaeology of Medieval Spain, 1100-1500. London: Equinox.

Wickham, C. 2016. Medieval Europe. New Haven: Yale University Press.

Wilkin, A., Naylor, J. and Keene, D. 2015. Town and Country in Medieval North Western Europe: Dynamic Interactions. Turnhout: Brepols.

Primary Source Collections

de Bary, T., et al., eds (rev. by Ainslie T. Embree), Sources of Indian Tradition Volume One: from the beginning to 1800, Columbia University Press, 1988 [1958] [ASSL DS423.S6]

The Internet Medieval Sourcebook: http://sourcebooks.fordham.edu/halsall/sbook.asp

The Online Reference Book for Medieval Studies: http://the-orb.arlima.net/encyclo.html

Resources on specific regions

Swahili

Fleisher, J. 2010. Swahili synoecism: Rural settlements and town formation on the central East African coast, AD750-1500. Journal of Field Archaeology 35(3), 265-82.

Flesher, J. and LaViolette, A. 2013. The early Swahili trade village of Tumbe, Pemba Island, Tanzania. Antiquity 87, 1151-68.

LaViolette, A. 2008. Swahili cosmopolitanism in Africa and the Indian Ocean world, AD 600-1500. Archaeologies 4(1), 24-49.

Wynne-Jones, S. 2007. Creating urban communities at Kilwa Kisiwani, Tanzania, AD 800-1300. Antiquity 81, 368-80

Wynne-Jones, S. and Fleisher, J. 2016. The multiple territories of Swahili urban landscapes. World Archaeology (Online first).

Hanse/Novgorod

Bisbane, M. (Ed). The Archaeology of Novgorod, Russia: Recent Results from the Town and its Hinterland. Lincoln: Society for Medieval Archaeology.

Brisbane, M. and Gaimster, D. (Eds). Novgorod: The Archaeology of a Russian Medieval City and its Hinterland. London: British Museum.

Brisbane, M., Makarov, N.A., Nosov, E.V. and Judelson, K. (Eds). 2012. The Archaeology of Medieval Novgorod in Context: Studies in Centre/Periphery Relations. Oxford: Oxbow Books.

Gaimster, D. 2005. A parallel history: The archaeology of Hanseatic urban culture in the Baltic c.1200-1600. World Archaeology 37(3), 408-23.

Gaimster, D. 2014. The Hanseatic cultural signature: Exploring globalization on the micro-scale in late Medieval northern Europe. European Journal of Archaeology 17(1), 60-81.

Immonen, V. 2007. Defining a culture: The meaning of Hanseatic in Medieval Turku. Antiquity 81, 720-32.

Mehler, N. 2009. The perception and interpretation of Hanseatic material culture in the North Atlantic: Problems and suggestions. Journal of the North Atlantic Special Issue 1, 89-108.

Naum, M. 2013. Premodern translocals: German merchant diaspora between Kalmar and northern German towns (1250-1500). International Journal of Historical Archaeology 17, 376-400.

India

C. Asher and C. Talbot, India Before Europe, Cambridge University Press, 2007 [ASSL DS452.A8].

H. Kulke and D. Rothermund, A History of India, Routledge, 1998 [ASSL DS436.A3.K8]

Spanning more than three-hundred years of history, this module will explore the impact of the Renaissance and the Reformation to challenge ideas of where, when, and how Europe (including Britain) and the world made the leap from ‘medieval’ to ‘modern’. Lectures and seminars will focus on a variety of themes including the structure of early modern society; the impact of the Reformation; Renaissance art and culture; the advent of print; the ‘military revolution’ of the seventeenth century; the advent of ‘scientific thought’; the ‘rediscovery’ of antiquity and global European expansion. Topics will consider the place of Britain within wider European and global contexts. Students will be provided with opportunities to engage directly with sources from the period, to debate different historical approaches to these subjects, and to construct their own ideas of this turbulent age.

• Demonstrate a broad knowledge and an understanding of the main themes of the early modern period across a wide geographical range.
• Demonstrate a critical understanding of a variety of historical approaches used to analyse early modern society and culture.
• Demonstrate, as a necessary foundation for more detailed analysis in the second and final years of the degree, an understanding of key historical concepts. These will include notions of modernity, secularisation, religious and cultural change, and others.

A range of teaching methods will be used in each of the sessions of the course, comprising a combination of lectures and seminar discussion of major issues.

Students will be encouraged throughout the duration of the module to communicate ideas and arguments in a variety of forms, including group work, classroom discussion, and tutorials. They will develop critical reading and writing skills as they engage with historical literature, placing this in a historiographical and methodological framework and coming to their own conclusion as to the validity of evidence and material on topics studied. They will, as a consequence, engage with theoretical arguments and apply this in their own work. During seminars students will be asked to analyse primary source materials, collaborate with their peers to present ideas and arguments, and engage in plenary class discussions.

Students will be summatively assessed by one 2,000-word essay (excluding empirical appendices and references) [50%], and one two-hour unseen written examination paper in which the student will answer two questions [50%]. The formative and summative Essays are designed to give students the opportunity to demonstrate their ability to review evidence, draw appropriate conclusions from it and employ the formal conventions of scholarly presentation. The essays must be no longer than the set word count (excluding empirical appendices and references).

The Examination will take place during the second assessment period and will consist of an unseen two hour paper that will contribute the remaining 50% of the final mark for this module. Students must write 2 answers in total.

The opportunity for reassessment in this module

Individual cases will be determined by the Examination Board of the History Board of Studies.  Reassessment will normally take the form of a reassessment of the failed components (e.g. coursework, examination) in the August Resit Examination Period.

Semester One

1) Early Modernity

            - Introduction

            - What is Early Modern?

2) Early Modern Society & Structure

            - Family, Gender, Social Order

            - Rule & Authority

            - Centre, Periphery, and Locality

3) Renaissance

            - What was the Renaissance?

            - Universities and Humanism

            - Geographies of the Renaissance: Urban Life and Culture

            - Print, Orality, and Communication

            - Discovery: Old Worlds, New Worlds

Semester Two

4) Reformations

            - Martin Luther and his World

            - Print, Protestantism, and Piety

            - Catholicism Goes Global 

            - Outsiders I: Judaism and Islam

            - Outsiders II: Witchcraft

5) Revolutions

            - The Scientific Revolution: Knowing and Unknowing the World

            - Resistance: Theory and Practice

            - Leviathan:  The Military Revolution and the Rise of the State

            - The World Turned Upside Down? The Wars of the Three Kingdoms, 1638-1652

Concluding Lecture and Exam Review

Indicative Reading and Resource List:

Peter Burke, The Italian Renaissance: Culture and society in Italy, 3^rd edn (Cambridge, 2014).

Barry Coward (ed.), A Companion to Stuart Britain (Oxford, 2003).

Susan Doran and Norman Jones, The Elizabethan World (London, 2011).

John Elliott, Empires of the Atlantic World: Britain and Spain in America, 1492-1830 (New Haven, 2006).

Lisa Jardine, Worldly Goods: A new history of the Renaissance (London, 1996).

Lisa Jardine, Ingenious Pursuits: Building the scientific revolution (London, 1999).

Beat Kumin (ed.), The European world 1500-1800 an introduction to early modern history, 3^rd edn. (Routledge, 2018).

Andrew Pettegree, The Book in the Renaissance (London, 2016).

Andrew Pettegree, The Reformation world (London, 2000).

Lyndal Roper, Martin Luther: Renegade and prophet (London, 2016).

Ulinka Ruback, The Oxford Handbook of the Protestant Reformations (Oxford, 2016).

Hamisch Scott, The Oxford Handbook of Early Modern European History, 1350-1750 (Oxford, 2015).

Merry Wiesner, Early modern Europe 1450-1789 (Cambridge, 2006).

This course introduces you to the different frameworks which underpin historical research and the many different ways of writing history, while providing training in the skills necessary to practice history at undergraduate level. The module is taught through a range of case studies from different chronological periods. By the end of the module, you will not only understand why historians disagree, but you will have developed a set of practical skills that will enable you to participate in these debates, and to disagree with the historians you are reading (and perhaps with your tutors as well!)

On successful completion of the module a student will be able to:

Intellectual Skills:

• demonstrate, as a necessary foundation for more detailed analysis in Years Two and Three, an understanding of concepts such as  periodization, national history, comparative approaches;
• draw general conclusions about historical practice from the use of case studies relating to particular areas of historical debate;
• use a range of techniques to initiate and undertake analysis of information.

Discipline Specific (including practical) Skills:

• identify strengths, weaknesses, problems, and or peculiarities of alternative historical/historiographical interpretations;
• distinguish between popular and professional histories;
• develop causal explanations of historical processes;
• demonstrate skills in historical analysis;
• deepen their understanding of the broad themes and developments considered in the course through a case study of an event.

A range of teaching methods will be used in each of the sessions of the course, comprising a combination of lectures and seminar discussion of major issues.

Skills that will be practised and developed

Academic Skills (Knowledge, Understanding and Intellectual Skills)

Students will practise and develop their ability to:

• communicate ideas and arguments effectively, whether in class discussion or in written form, in an accurate, succinct and lucid manner.
• formulate and justify arguments and conclusions about a range of issues, and present appropriate supporting evidence
• modify as well as to defend their own position.
• think critically and challenge assumptions
• use a range of information technology resources to assist with information retrieval and assignment presentation.
• Manage their time and independently organise their own study methods and workload.
• work effectively with others as part of a team or group in seminar or tutorial discussions.    

How the module will be assessed

• Formative: 1 x 250 word abstract
• Summative 4 x multiple-choice VLE tests on study skills (pass/fail) [10%] and 1 x 2000 word essay [90%]

The VLE tests are designed to reinforce practical skills (using module handbook, using the library, referencing, and written style) which will also be discussed in course literature and in lectures and seminars where appropriate.

The essay is designed to give students the opportunity to demonstrate their ability to review evidence, draw appropriate conclusions from it and employ the formal conventions of scholarly presentation. Students will have the opportunity to write on frameworks or on the differences between academic and popular history. The essay must be no longer than 2,000 words (excluding appendices, references, and bibliography).

The opportunity for reassessment in this module

Individual cases will be determined by the Examination Board of the History Board of Studies.  Reassessment will normally take the form of a reassessment of the failed components (e.g. coursework, examination) in the August Resit Examination Period.

The syllabus will include discussion of key frameworks such as periodisation, nations, biography and a range of topics relating to public engagement with history.

 John Tosh, The Pursuit of History, 5^th edn (2009).

Peter Lambert and Phillipp Schofield (eds), Making History: an introduction to the practices of history (2004).

Mary Fulbrook, Historical Theory: ways of imagining the past (2007).

Ludmilla Jordanova, History in Practice, 2^nd edn (2006).

Jeremy Black and Donald Macraild, Studying History, 3^rd edn (2009).

Mark Donnelly and Claire Norton, Doing History (2011).

This module builds on HS1119 History in Practice Part 1, and extends analysis of how the use of different sources is related to the questions historians ask, the frameworks they choose, and the audiences they address. Through a series of lectures, student-led seminars, and tutor group meetings, students will consider the nature of different types of source material.  Over the course of the module, students will explore the nature of historical evidence, the problems of identifying and selecting sources and the tension between secondary and primary historical sources and how they interact. The module lays a foundation in the historical research skills that history students will require during their undergraduate studies.

• Analyse and interpret a primary source;
• Demonstrate through comparative analysis a critical understanding of the relationship between primary and secondary historical sources;
• Work effectively in a group through peer group discussion;
• Present their findings in written coursework.

Student-led seminars:

In structured student-led seminars, students will meet without tutors to debate questions related to primary source material. They will complete portfolio work demonstrating attendance and participation in sessions which will form part of the summative assessment for the module. Student-led seminars build the skills necessary for independent study in the undergraduate degree, and for future employability.

Tutor group meetings:

Student-led seminars will be supplemented by two tutor group meetings, which will focus on the relationship between sources, evidence and argument, and on providing guidance on the final essay for the module.

Lectures:

The aim of the lectures is to provide introductions to different types of source material, and how and why historians have used this type of material in pursuing different kinds of projects. Lectures will relate questions about sources back to debates on frameworks and audiences discussed in History in Practice Part 1. The lectures aim to provide a basic framework for understanding primary source material and should be thought of as useful starting points for further discussion and individual study. 

Academic Skills (Knowledge, Understanding and Intellectual Skills)

Students will practise and develop their ability to:

Knowledge and Understanding

• critically gather, assimilate and interpret knowledge of the past;
• critically compare different forms of evidence about the past.

Intellectual Skills

• demonstrate an understanding of relevant concepts;
• use a range of techniques to initiate and undertake analysis of information.

Subject Specific (Including Practical) Skills

• develop causal explanations of historical processes;
• demonstrate skills in comparative analysis.

Employability Skills

• think critically and challenge assumptions;
• use a range of information technology resources to assist with information retrieval and assignment presentation;
• independently to organise their own study methods and workload, and manage their time;
• work effectively with others as part of a group;
• communicate their ideas and arguments effectively, in group discussion and in oral and written form, in an accurate, succinct and lucid manner.

Students will be assessed by means of a portfolio based on seminar exercises and on an essay relating to a particular type of historical source.

The portfolio (25%) will be based on exercises conducted for the student-led seminars. It is intended to help students develop the skills of independent work, seminar participation, and source analysis.

The essay (75%) is designed to give students the opportunity to demonstrate their ability to review evidence, draw appropriate conclusions from it and employ the formal conventions of scholarly presentation. Students will be assessed on their analysis of a specific kind of source material, in relation to a set question. The essay must be no longer than 2,000 words (excluding appendices, references, and bibliography).

The syllabus will usually cover a range of chronological and geographical case studies on different kinds of source material such as digital history, legal sources, statistics and visual sources, and will also include sessions exploring specific issues relating to essay writing.

Mark Donnelly and Claire Norton, Doing History (Routledge, 2011).

T. Loughran (ed.), A Practical Guide to Studying History: Skills and Approaches (Bloomsbury, 2017).

John Tosh, The Pursuit of History (Longman), various editions.

• Mary Abbott, ‘Sources and Resources’ in M. Abbott (ed.), History Skills: A Student’s Handbook, 2^nd edn (Abingdon, 2009), pp. 23-28.
• Mary Abbott, ‘Writing Assignments’ in M. Abbott (ed.), History Skills: A Student’s Handbook, 2^nd edn (Abingdon, 2009), pp. 73-84.
• John Arnold, History: A Very Short Introduction (Oxford, 2000), pp. 35-79.
• Jeremy Black and Donald Macraild, Studying History, 3^rd edn (Basingstoke, 2007), especially pp. 89-127 and pp. 198-212.
• Stella Cottrell, The Study Skills Handbook, 3^rd edn (Basingstoke and New York, 2008), pp. 167-224 and pp. 275-92.
• Mark Donnelly and Claire Norton, Doing History (London, 2011), 65-82.
• Ludmilla Jordanova, History in Practice, 2^nd edn (London, 2006), pp. 150-72.
• John Tosh, The Pursuit of History: Aims, Methods and New Directions in the Study of Modern History , 4^th edn (Harlow, 2006), pp. 88-113 and pp. 145-73.

This module is designed to provide an introduction to some of the key themes in modern history, covering the period approximately 1750-1945. These themes cover a wide range of topics in political, social, cultural, economic, and intellectual history. These include political revolutions and social changes; industrialization; developments in public health and infrastructure; the rise of the nation-state; the significance of imperialist expansion; wars and mass violence; and changes in how people have identified themselves in relation to wider society. In the course of this module, you will learn to think deeply about the world you inhabit and the human forces that have shaped it. You will also be introduced to how historians specifically, and academics generally, think and work.

• demonstrate a broad knowledge and an understanding of the historical processes that contributed to the making of the modern world;
• demonstrate a critical understanding of a range of historical approaches used to analyse the making of the modern world;
• demonstrate a critical ability to gather, assimilate and interpret historical knowledge;
• demonstrate, as a necessary foundation for more detailed analysis in the second and final years of the degree, an understanding of concepts such as “modernization”;
• use a range of techniques to initiate and undertake analysis of information;
• identify strengths, weaknesses, problems, and/or peculiarities of alternative historiographies;
• develop causal explanations of historical processes;
• demonstrate skills in comparative historical analysis;
• deepen understanding of broad themes and developments considered in the course through case studies of particular historical phenomena.

How the Module will be delivered

• demonstrate a broad knowledge and an understanding of the historical processes that contributed to the making of the modern world;
• demonstrate a critical understanding of a range of historical approaches used to analyse the making of the modern world;
• demonstrate a critical ability to gather, assimilate and interpret historical knowledge;
• demonstrate, as a necessary foundation for more detailed analysis in the second and final years of the degree, an understanding of concepts such as “modernization”;
• use a range of techniques to initiate and undertake analysis of information;
• identify strengths, weaknesses, problems, and/or peculiarities of alternative historiographies;
• develop causal explanations of historical processes;
• demonstrate skills in comparative historical analysis;
• deepen understanding of broad themes and developments considered in the course through case studies of particular historical phenomena.

• communicate ideas and arguments effectively, whether in class discussion or in written form, in an accurate, succinct and lucid manner;
• formulate and justify arguments and conclusions about a range of issues, and present appropriate supporting evidence;
• an ability to modify as well as to defend their own position;
• an  ability to think critically and challenge assumptions;
• present their understanding and critical thinking clearly and concisely in one piece of formative  coursework and one summative  essay of not more than 2,000 words;
• an ability to use a range of information technology resources to assist with information retrieval and assignment presentation;

time management skills and an ability to independently organise their own study methods and workload; work effectively with others as part of a team or group in seminar or tutorial discussions.

• communicate ideas and arguments effectively, whether in class discussion or in written form, in an accurate, succinct and lucid manner;
• formulate and justify arguments and conclusions about a range of issues, and present appropriate supporting evidence;
• an ability to modify as well as to defend their own position;
• an  ability to think critically and challenge assumptions;
• present their understanding and critical thinking clearly and concisely in one piece of formative  coursework and one summative  essay of not more than 2,000 words;
• an ability to use a range of information technology resources to assist with information retrieval and assignment presentation;

time management skills and an ability to independently organise their own study methods and workload; work effectively with others as part of a team or group in seminar or tutorial discussions.

The course will cover a wide range of topics including:

 ENLIGHTENMENT AND THE AGE OF REVOLUTION

• What was the Enlightenment?
• The Age of Revolution in the Atlantic World
• Slavery and Race

SCIENCE, TECHNOLOGY AND SOCIAL CHANGE

• The Industrial Revolution and Modernization
• Mass Culture
• The Built Environment and Modernity

 NATIONALISM AND IMPERIALISM

• Nationalism
• Imperialist Expansion
• Managing Empire: Medicine and Empire

The course will cover a wide range of topics including:

 ENLIGHTENMENT AND THE AGE OF REVOLUTION

• What was the Enlightenment?
• The Age of Revolution in the Atlantic World
• Slavery and Race

 SCIENCE, TECHNOLOGY AND SOCIAL CHANGE

• The Industrial Revolution and Modernization
• Mass Culture
• The Built Environment and Modernity

 NATIONALISM AND IMPERIALISM

• Nationalism
• Imperialist Expansion
• Managing Empire: Medicine and Empire

Given the nature of the module and research-led teaching, it would be impossible to provide a single textbook or overview. However, for those students who are seeking useful narrative histories or introductions to the period and global history, you should consider looking at:

C.A. Bayly, The Birth of the Modern World (2004)

Eric Hobsbawm, The Age of Revolution: Europe 1789-1848 (London, 1973)

Eric Hobsbawm, The Age of Capital, 1848-1875 (London, 1977)

Eric Hobsbawm, The Age of Empire, 1875-1914 (London, 1987)

Eric Hobsbawm, Age of Extremes: The short twentieth century, 1914-1991 (London, 1994)

Pat Hudson, The Industrial Revolution (1992)

This module is designed to provide an introduction to some of the key themes in modern history, covering the period approximately 1750-1945. These themes cover a wide range of topics in political, social, cultural, economic, and intellectual history. These include political revolutions and social changes; industrialization; developments in public health and infrastructure; the rise of the nation-state; the significance of imperialist expansion; wars and mass violence; and changes in how people have identified themselves in relation to wider society. In the course of this module, you will learn to think deeply about the world you inhabit and the human forces that have shaped it. You will also be introduced to how historians specifically, and academics generally, think and work.

• demonstrate a broad knowledge and an understanding of the historical processes that contributed to the making of the modern world;
• demonstrate a critical understanding of a range of historical approaches used to analyse the making of the modern world;
• demonstrate a critical ability to gather, assimilate and interpret historical knowledge;
• demonstrate, as a necessary foundation for more detailed analysis in the second and final years of the degree, an understanding of concepts such as “modernization”;
• use a range of techniques to initiate and undertake analysis of information;
• identify strengths, weaknesses, problems, and/or peculiarities of alternative historiographies;
• develop causal explanations of historical processes;
• demonstrate skills in comparative historical analysis;

deepen understanding of broad themes and developments considered in the course through case studies of particular historical phenomena.

• demonstrate a broad knowledge and an understanding of the historical processes that contributed to the making of the modern world;
• demonstrate a critical understanding of a range of historical approaches used to analyse the making of the modern world;
• demonstrate a critical ability to gather, assimilate and interpret historical knowledge;
• demonstrate, as a necessary foundation for more detailed analysis in the second and final years of the degree, an understanding of concepts such as “modernization”;
• use a range of techniques to initiate and undertake analysis of information;
• identify strengths, weaknesses, problems, and/or peculiarities of alternative historiographies;
• develop causal explanations of historical processes;
• demonstrate skills in comparative historical analysis;

deepen understanding of broad themes and developments considered in the course through case studies of particular historical phenomena.

• communicate ideas and arguments effectively, whether in class discussion or in written form, in an accurate, succinct and lucid manner;
• formulate and justify arguments and conclusions about a range of issues, and present appropriate supporting evidence;
• an ability to modify as well as to defend their own position;
• an  ability to think critically and challenge assumptions;
• present their understanding and critical thinking clearly and concisely in one piece of formative  coursework and one summative  essay of not more than 2,000 words;
• an ability to use a range of information technology resources to assist with information retrieval and assignment presentation;

time management skills and an ability to independently organise their own study methods and workload; work effectively with others as part of a team or group in seminar or tutorial discussions.

The course will cover a wide range of topics including:

 NATIONALISM AND IMPERIALISM

• Nationalism
• Imperialist Expansion
• Managing Empire: Medicine and Empire

 WAR, VIOLENCE AND REVOLUTION

• The Development of Total Warfare: From Napoleon to World War I
• The First World War and Social Change
• Revolutionary Russia and International Socialism
• Alternative Modernities: Fascism and Communism
• War and Genocide

 IDENTITIES

• Class
• Race

Gender

The course will cover a wide range of topics including:

  NATIONALISM AND IMPERIALISM

• Nationalism
• Imperialist Expansion
• Managing Empire: Medicine and Empire

 WAR, VIOLENCE AND REVOLUTION

• The Development of Total Warfare: From Napoleon to World War I
• The First World War and Social Change
• Revolutionary Russia and International Socialism
• Alternative Modernities: Fascism and Communism
• War and Genocide

 IDENTITIES

• Class
• Race

Gender

Given the nature of the module and research-led teaching, it would be impossible to provide a single textbook or overview. However, for those students who are seeking useful narrative histories or introductions to the period and global history, you should consider looking at:

C.A. Bayly, The Birth of the Modern World (2004)

Eric Hobsbawm, The Age of Revolution: Europe 1789-1848 (London, 1973)

Eric Hobsbawm, The Age of Capital, 1848-1875 (London, 1977)

Eric Hobsbawm, The Age of Empire, 1875-1914 (London, 1987)

Eric Hobsbawm, Age of Extremes: The short twentieth century, 1914-1991 (London, 1994)

Pat Hudson, The Industrial Revolution (1992)

What is a nation? Can nations exist without a state? Are nations created only in the imaginations of citizens? The purpose of this module is to explore how nations are shaped by economic, social, political and cultural forces. It will examine how national identities can be shaped by political parties, popular movements, historians and the heritage industry. People’s own attachment to place will be crucial in understanding how imagined histories, and historical processes, shaped protest and political movements. This module explores the identity and the social and political struggles of a minority people – members of a stateless nation, living within a multi-national state. It will explore how economic factors, language, religion, culture, education, philosophical values and politics played a role in shaping their consciousness and their history. It will ask how the ideas of oppression or suppression as well as difference could themselves be invented. An important component of the module will focus upon the heritage industry to ask how popular history plays a role in shaping and defining identity. You will be challenged to critically consider how you might present national histories to the public. The nation which forms the module’s subject matter is the nation in which you are currently living: Wales. The module will provide a case study for exploring questions of national identity and nation making, which will enable you to think more widely about the crucial theme of nations and nationalism in the modern world. No prior knowledge of Wales is necessary; all you need is an imagination and a willingness to engage in the immediate world around you.

• Demonstrate a critical understanding of how nations and national identities are shaped
• Evaluate and analyse the role of historians in presenting national histories
• Critically consider how history is both used and made in areas beyond that of academic historical practice
• Outline and critically discuss the major social and economic changes within Welsh society in the nineteenth and twentieth centuries
• Understand and interpret key concepts including identity, gender, class and popular culture in relation to modern Wales
• Demonstrate a critical understanding of the development of political and social movements in modern Welsh society
• Analyse and interpret primary source materials

• Demonstrate a critical understanding of how nations and national identities are shaped
• Evaluate and analyse the role of historians in presenting national histories
• Critically consider how history is both used and made in areas beyond that of academic historical practice
• Outline and critically discuss the major social and economic changes within Welsh society in the nineteenth and twentieth centuries
• Understand and interpret key concepts including identity, gender, class and popular culture in relation to modern Wales
• Demonstrate a critical understanding of the development of political and social movements in modern Welsh society
• Analyse and interpret primary source materials

While studying this module, students will communicate ideas and arguments in a variety of forms, including oral presentations, group work, and in written form. They will develop critical reading and writing skills as they engage with historical literature, placing this in a historiographical and methodological framework and coming to their own conclusion as to the validity of evidence and material on topics studied. They will, as a consequence, engage with theoretical arguments and apply this in their own work. During seminars students will analyse primary materials, collaborate with their peers to present ideas and arguments, offer presentations, and engage in plenary class discussions. The module will also focus on key employability and transferable skills through the heritage portfolio element. 

Students will be assessed by one 2000 word assessed essay [100%]. Students will also have the option to complete a 1,000 word unassessed primary source analysis.

Essay 1 is a formative piece of coursework designed to give students the opportunity to critically engage with and analyse a primary source on the topic they are studying. It must be no longer than 1,000 words (excluding appendices, references, and bibliography). Students will be expected to choose a primary source from the weeks studied, place it in its historical and historiographical context, consider its methodological uses and limitations, and to suggest the broader relevance of the source to historians. Students will be assessed on their understanding of the source chosen and their ability to critically engage with and analyse its broader uses and limitations.

Essay 2 will contribute 100% of the final mark for the module. It is designed to give students the opportunity to demonstrate their ability to review evidence, draw appropriate conclusions from it and employ the formal conventions of scholarly presentation. It must be no longer than 2,000 words (excluding appendices, references, and bibliography).

Lecture plan:

• Introduction
• Nations, nationalism and stereotypes
• Economy and society in nineteenth century Wales
• Uprisings and riots: Protest movements, class and nation, 1830s-40s
• Welsh culture, popular culture and identity in nineteenth century Wales
• Politics in nineteenth century Wales
• Economy and society in twentieth century Wales
• Britishness and Welshness: Popular culture in the twentieth century

 Seminar themes:

• Nations and nationalism
• Politics
• Protest
• Popular culture

Lecture plan:

• Introduction
• Nations, nationalism and stereotypes
• Economy and society in nineteenth century Wales
• Uprisings and riots: Protest movements, class and nation, 1830s-40s
• Welsh culture, popular culture and identity in nineteenth century Wales
• Politics in nineteenth century Wales
• Economy and society in twentieth century Wales
• Britishness and Welshness: Popular culture in the twentieth century

 Seminar themes:

• Nations and nationalism
• Politics
• Protest
• Popular culture

Stefan Berger and Chris Lorenz (eds), The Contested Nation: Ethnicity, Class, Religion and Gender in National Histories (Basingstoke, 2011)

Stefan Berger, M. Donavan and Kevin Passmore (eds), Writing National Histories: Western Europe Since 1800 (London, 1999)

John Davies, A History of Wales (London, 2007)

Martin Johnes, Wales Since 1939 (Manchester, 2012)

Tracey Loughran (ed.), A Practical Guide to Studying History (London, 2017) – Chapters by Mark Williams, Siobhan McGurk, Stephanie Ward, Jane Hamlett and David Wyatt.

Kenneth O. Morgan, Rebirth of a Nation: Wales 1880-1980 (Oxford, 1980)

Rhiannon Mason, Museums, Nations, Identities: Wales and its National Museums (Cardiff, 2007)

What is a nation? Can nations exist without a state? Are nations created only in the imaginations of citizens? The purpose of this module is to explore how nations are shaped by economic, social, political and cultural forces. It will examine how national identities can be shaped by political parties, popular movements, historians and the heritage industry. People’s own attachment to place will be crucial in understanding how imagined histories, and historical processes, shaped protest and political movements. This module explores the identity and the social and political struggles of a minority people – members of a stateless nation, living within a multi-national state. It will explore how economic factors, language, religion, culture, education, philosophical values and politics played a role in shaping their consciousness and their history. It will ask how the ideas of oppression or suppression as well as difference could themselves be invented. An important component of the module will focus upon the heritage industry to ask how popular history plays a role in shaping and defining identity. You will be challenged to critically consider how you might present national histories to the public. The nation which forms the module’s subject matter is the nation in which you are currently living: Wales. The module will provide a case study for exploring questions of national identity and nation making, which will enable you to think more widely about the crucial theme of nations and nationalism in the modern world. No prior knowledge of Wales is necessary; all you need is an imagination and a willingness to engage in the immediate world around you.

• Demonstrate a critical understanding of how nations and national identities are shaped
• Evaluate and analyse the role of historians in presenting national histories
• Critically consider how history is both used and made in areas beyond that of academic historical practice
• Outline and critically discuss the major social and economic changes within Welsh society in the nineteenth and twentieth centuries
• Understand and interpret key concepts including identity, gender, class and popular culture in relation to modern Wales
• Demonstrate a critical understanding of the development of political and social movements in modern Welsh society
• Analyse and interpret primary source materials

• Demonstrate a critical understanding of how nations and national identities are shaped
• Evaluate and analyse the role of historians in presenting national histories
• Critically consider how history is both used and made in areas beyond that of academic historical practice
• Outline and critically discuss the major social and economic changes within Welsh society in the nineteenth and twentieth centuries
• Understand and interpret key concepts including identity, gender, class and popular culture in relation to modern Wales
• Demonstrate a critical understanding of the development of political and social movements in modern Welsh society
• Analyse and interpret primary source materials

While studying this module, students will communicate ideas and arguments in a variety of forms, including oral presentations, group work, and in written form. They will develop critical reading and writing skills as they engage with historical literature, placing this in a historiographical and methodological framework and coming to their own conclusion as to the validity of evidence and material on topics studied. They will, as a consequence, engage with theoretical arguments and apply this in their own work. During seminars students will analyse primary materials, collaborate with their peers to present ideas and arguments, offer presentations, and engage in plenary class discussions. The module will also focus on key employability and transferable skills through the heritage portfolio element. 

Students will be assessed by means of a combination of one 2000 word assessed essay [1000%]. Students will also have the option to complete a 1,000 word unassessed primary source analysis.

Essay 1 is a formative piece of coursework designed to give students the opportunity to critically engage with and analyse a primary source on the topic they are studying. It must be no longer than 1,000 words (excluding appendices, references, and bibliography). Students will be expected to choose a primary source from the weeks studied, place it in its historical and historiographical context, consider its methodological uses and limitations, and to suggest the broader relevance of the source to historians. Students will be assessed on their understanding of the source chosen and their ability to critically engage with and analyse its broader uses and limitations.

Essay 2 will contribute 100% of the final mark for the module. It is designed to give students the opportunity to demonstrate their ability to review evidence, draw appropriate conclusions from it and employ the formal conventions of scholarly presentation. It must be no longer than 2,000 words (excluding appendices, references, and bibliography).

 Lecture plan:

• Historians and Wales
• Assessment and the portfolio
• Case study: Cardiff in the nineteenth century
• Case study: Cardiff in the twentieth century
• Interpreting Cardiff’s history – guest lecture from someone from the museum sector
• Heritage: An introduction
• Heritage: A critique
• Images and imaginings of Wales: Film, art and novels
• Conclusion and revision

 Seminar themes:

• Heritage – critique
• Student-led seminar (group work for the portfolio)
• Heritage projects progression seminar
• Student-led seminar (group work for the portfolio)

Syllabus content

 Lecture plan:

• Historians and Wales
• Assessment and the portfolio
• Case study: Cardiff in the nineteenth century
• Case study: Cardiff in the twentieth century
• Interpreting Cardiff’s history – guest lecture from someone from the museum sector
• Heritage: An introduction
• Heritage: A critique
• Images and imaginings of Wales: Film, art and novels
• Conclusion and revision

 Seminar themes:

• Heritage – critique
• Student-led seminar (group work for the portfolio)
• Heritage projects progression seminar
• Student-led seminar (group work for the portfolio)

Stefan Berger and Chris Lorenz (eds), The Contested Nation: Ethnicity, Class, Religion and Gender in National Histories (Basingstoke, 2011)

Stefan Berger, M. Donavan and Kevin Passmore (eds), Writing National Histories: Western Europe Since 1800 (London, 1999)

John Davies, A History of Wales (London, 2007)

Martin Johnes, Wales Since 1939 (Manchester, 2012)

Tracey Loughran (ed.), A Practical Guide to Studying History (London, 2017) – Chapters by Mark Williams, Siobhan McGurk, Stephanie Ward, Jane Hamlett and David Wyatt.

Kenneth O. Morgan, Rebirth of a Nation: Wales 1880-1980 (Oxford, 1980)

Rhiannon Mason, Museums, Nations, Identities: Wales and its National Museums (Cardiff, 2007)

Spanning 1000 years, this module will take students on a time-travelling journey around the world of the middle ages: north, east, south and west. The Medieval era is sometimes regarded as the relatively backward period that links the golden age of classical civilisation with the technological dynamism of the modern era. Yet far from being a backwater of history, the Medieval period was a time of rapid social, economic and cultural change. It saw the rise of towns, trade routes and new technologies; witnessed tumultuous conflicts and innovative warrior elites; saw clashes of faith and heresy. It was a time of new learning and ways of thinking about the world; an era of cultural expansion, exploration and settlement. Old certainties were challenged and in the encounter of cultures new vistas of knowledge and geographical expansion opened. Modern states and governments began to form, and the old empires crumbled. Taking a global approach and encompassing the disciplines of history, archaeology and religion, this module draws on original records and commentaries, artefacts and visual evidence, employing a series of exciting case studies and group projects to explore these vibrant medieval Worlds.

• Demonstrate through comparative analysis a critical understanding of people, belief or societies in different geographical zones in the Medieval period
• Analyse and interpret a range of primary source materials, including material, visual and written sources
• Work effectively in a team in the co-production of the coursework assessments
• Present group findings in visual form and in oral presentation;
• Present individual assessment in summative written coursework.

A range of teaching methods will be used in each of the sessions of the course, comprising a combination of team-taught lectures and seminar discussion of major issues and drawing on scholarship and evidence from across the disciplines of Archaeology, History and Religious Studies. The syllabus is divided into a series of major course themes, then sub-divided into principal topics for the study of each theme.

The module is made up of 2 Units: any two of North, East, South, and West.

Each unit contains 4 lectures and 1 staffed workshop. There will be at least 8 weekly lectures (x 50 minutes each), plus at least 2 (50 minute) guided study workshops and at least 2 group meetings.

Lectures:

The aim of the lectures is to provide a brief introduction and overview of each topic, establishing the salient features of major course themes, identifying key issues, disciplinary approaches and providing historiographical guidance. The lectures aim to provide a basic framework for understanding and should be thought of as useful starting points for further discussion and individual study. Where appropriate, handouts and other materials may be distributed to reinforce the material discussed.

Workshops:

The primary aim of workshops will be to provide course participants with the necessary skills to produce the course assessments. They will allow discussion between the students and provide an opportunity for students to discuss key issues relating to the assessments. They will be scheduled throughout the course as required.

Group work:

Students will be allocated to project groups of up to five students to work towards their group assessments. Each group will meet regularly throughout the course.

Academic Skills (Knowledge, Understanding and Intellectual Skills)

Students will practise and develop their ability to:

Knowledge and Understanding

• demonstrate a broad knowledge and an understanding of the processes that contributed to the development of the Medieval world;
• demonstrate a critical understanding of a range of interdisciplinary approaches used to analyse and compare the development of different regions of the Medieval world;
• critically gather, assimilate and interpret knowledge of the past.
• critically compare different forms of evidence about the past;

 Intellectual Skills

• demonstrate an understanding of relevant concepts;
• use a range of techniques to initiate and undertake analysis of information.

 Subject Specific (Including Practical) Skills

• develop causal explanations of historical processes;
• demonstrate skills in comparative analysis;

 Employability Skills

• communicate their ideas and arguments effectively, in group discussion and in visual, oral and written form, in an accurate, succinct and lucid manner;
• think critically and challenge assumptions;
• use a range of information technology resources to assist with information retrieval and assignment presentation;
• independently to organise their own study methods and workload, and manage their time;

• work effectively with others as part of a team or group;

1) A group project (groups of five students), leading to a poster. The projects should be a comparative, interdisciplinary study based on one of the course themes (people, belief or society) which includes two cardinal points and includes objects/ place / people covered in lectures. Each group’s choice of topic will be supervised by lecturing staff in a series of timetabled supervision meetings.

2) Individual assessment: a Portfolio of work submitted during the course of the semester, comprising a discussion of the topic for the group project and how it was arrived at, and a preliminary survey of the evidence for the topic with bibliography of books and journal articles and a project plan.

The referencing style for written assessments should follow that used by the student’s home department.

THE OPPORTUNITY FOR REASSESSMENT IN THIS MODULE:

The usual provisions for reassessment are made in this respect. Individual cases will be decided by the Examination Board of the History Board of

Studies. Reassessment generally will take the form of a reassessment of the failed element or through completion of one 2,000 word essay in agreement with the module convenor submitted by the August Resit Examination Period.

 

Four lectures on two of the four cardinal points (North, East, South, West), following this general structure:

1.Introduction to this zone;

2.People;

3.Belief;

4.Society.

Each lecture will focus on an object and/ or a place, and/ or a person.

The geographical zone constituting each of the cardinal points may vary from year to year depending on lecturer availability.

M. Barber, The Two Cities. Medieval Europe, 1050-1320, 2^nd edn (Routledge, 2004) – available as an e-book by searching the university library catalogue

R. Bartlett, The Making of Europe. Conquest, Colonisation and Cultural Change, 950–1350 (Penguin, 1993)

M. Carver and J. Klapste, J. 2012. Archaeology of Medieval Europe: Volume 2: Twelfth to Sixteenth Centuries AD, Aarhus: Aarhus University Press.

J. Graham-Capbell and M. Valor (eds). 2007. Archaeology of Medieval Europe. Vol. 1. The Eighth to Twelfth Centuries AD. Aarhus: Aarhus University Press.

D. C. Lindberg and M. H. Shank, The Cambridge History of Science, vol. 2: Medieval Science (Cambridge University Press, 2013) (available online as an ebook)

C. Loveluck, 2013. Northwest Europe in the Early Middle Ages, c. AD600-1150: A Comparative Archaeology. Cambridge University Press.

J. Shepard (ed.), The Cambridge History of the Byzantine Empire (Cambridge University Press, 2008) (available online as an ebook)

Burton Stein, A History of India, Wiley-Blackwell, 1998 [ASSL DS436.A3.S8, etext: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.cardiff.ac.uk/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781444323511]

Ayers, B. 2016. The German Ocean: Medieval Europe Around the North Sea. London: Equinox.

Brink, S. and Price, N. 2008. The Viking World. London: Routledge.

Marcus Bull, Thinking Medieval: An Introduction to the Study of the Middle Ages (Palgrave, 2005) – available as an e-book by searching the university library catalogue

Campbell, B. 2016. The Great Transition: Climate, Disease and Society in the Late-Medieval World. Cambridge: Cambridge University Press.

Christie, N. 2006. From Constantine to Charlemagne: An Archaeology of Italy AD300-800. Farnham: Ashgate.

Creighton, O. 2012. Early European Castles: Aristocracy and Authority, AD800-1200. London: Bristol Classical Press.

Gilchrist, R. and Reynolds, A. (Eds). 2009. Reflections: 50 Years of Medieval Archaeology. Leeds: Maney.

Hamerow, H, 2002. Early Medieval Settlements: The Archaeology of Rural Communities in North-West Europe, 400-900. Oxford: Oxford University Press.

P. M. Holt, The Age of the Crusades: The Near East from the Eleventh Century to 1517 (Longman, 1986)

Hodges, R. 2000. Towns and Trade in the Age of Charlemagne. London: Duckworth.

Jervis, B., Broderick, L. and Grau-Sologestoa, I. (Eds). 2016. Objects, Environment and Everyday Life in Medieval Europe. Turnhout: Brepols.

William Chester Jordan, Europe in the High Middle Ages (Penguin, 2001)

Jacques Le Goff, Medieval Civilisation, 400-1500 (Blackwell, 1988)

Jacques Le Goff, The Birth of Europe, 400-1500, new edn (Blackwell, 2005)

George Holmes, ed. The Oxford [Illustrated] History of Medieval Europe (OUP, 1988)

Laine, J., Metareligion: Religion and Power in World History, University of California Press, Oakland, 2014 [ASSL BL80.3.L2

Pluskowski, A. 2013. The Archaeology of the Prussian Crusade: Holy War and Colonisation. London: Rouledge.

Valor, M. and Gutierrez, A. 2015. The Archaeology of Medieval Spain, 1100-1500. London: Equinox.

Wickham, C. 2016. Medieval Europe. New Haven: Yale University Press.

Wilkin, A., Naylor, J. and Keene, D. 2015. Town and Country in Medieval North Western Europe: Dynamic Interactions. Turnhout: Brepols.

Primary Source Collections

de Bary, T., et al., eds (rev. by Ainslie T. Embree), Sources of Indian Tradition Volume One: from the beginning to 1800, Columbia University Press, 1988 [1958] [ASSL DS423.S6]

The Internet Medieval Sourcebook: http://sourcebooks.fordham.edu/halsall/sbook.asp

The Online Reference Book for Medieval Studies: http://the-orb.arlima.net/encyclo.html

Resources on specific regions

Swahili

Fleisher, J. 2010. Swahili synoecism: Rural settlements and town formation on the central East African coast, AD750-1500. Journal of Field Archaeology 35(3), 265-82.

Flesher, J. and LaViolette, A. 2013. The early Swahili trade village of Tumbe, Pemba Island, Tanzania. Antiquity 87, 1151-68.

LaViolette, A. 2008. Swahili cosmopolitanism in Africa and the Indian Ocean world, AD 600-1500. Archaeologies 4(1), 24-49.

Wynne-Jones, S. 2007. Creating urban communities at Kilwa Kisiwani, Tanzania, AD 800-1300. Antiquity 81, 368-80

Wynne-Jones, S. and Fleisher, J. 2016. The multiple territories of Swahili urban landscapes. World Archaeology (Online first).

Hanse/Novgorod

Bisbane, M. (Ed). The Archaeology of Novgorod, Russia: Recent Results from the Town and its Hinterland. Lincoln: Society for Medieval Archaeology.

Brisbane, M. and Gaimster, D. (Eds). Novgorod: The Archaeology of a Russian Medieval City and its Hinterland. London: British Museum.

Brisbane, M., Makarov, N.A., Nosov, E.V. and Judelson, K. (Eds). 2012. The Archaeology of Medieval Novgorod in Context: Studies in Centre/Periphery Relations. Oxford: Oxbow Books.

Gaimster, D. 2005. A parallel history: The archaeology of Hanseatic urban culture in the Baltic c.1200-1600. World Archaeology 37(3), 408-23.

Gaimster, D. 2014. The Hanseatic cultural signature: Exploring globalization on the micro-scale in late Medieval northern Europe. European Journal of Archaeology 17(1), 60-81.

Immonen, V. 2007. Defining a culture: The meaning of Hanseatic in Medieval Turku. Antiquity 81, 720-32.

Mehler, N. 2009. The perception and interpretation of Hanseatic material culture in the North Atlantic: Problems and suggestions. Journal of the North Atlantic Special Issue 1, 89-108.

Naum, M. 2013. Premodern translocals: German merchant diaspora between Kalmar and northern German towns (1250-1500). International Journal of Historical Archaeology 17, 376-400.

India

C. Asher and C. Talbot, India Before Europe, Cambridge University Press, 2007 [ASSL DS452.A8].

H. Kulke and D. Rothermund, A History of India, Routledge, 1998 [ASSL DS436.A3.K8]

Spanning 1000 years, this module will take students on a time-travelling journey around the world of the middle ages: north, east, south and west. The Medieval era is sometimes regarded as the relatively backward period that links the golden age of classical civilisation with the technological dynamism of the modern era. Yet far from being a backwater of history, the Medieval period was a time of rapid social, economic and cultural change. It saw the rise of towns, trade routes and new technologies; witnessed tumultuous conflicts and innovative warrior elites; saw clashes of faith and heresy. It was a time of new learning and ways of thinking about the world; an era of cultural expansion, exploration and settlement. Old certainties were challenged and in the encounter of cultures new vistas of knowledge and geographical expansion opened. Modern states and governments began to form, and the old empires crumbled. Taking a global approach and encompassing the disciplines of history, archaeology and religion, this module draws on original records and commentaries, artefacts and visual evidence, employing a series of exciting case studies and group projects to explore these vibrant Medieval Worlds.

• Demonstrate through comparative analysis a critical understanding of people, belief or societies in different geographical zones in the Medieval period
• Analyse and interpret a range of primary source materials, including material, visual and written sources
• Work effectively in a team in the co-production of the coursework assessments
• Present group findings in visual form and in oral presentation;

Present individual assessment in summative written coursework.

A range of teaching methods will be used in each of the sessions of the course, comprising a combination of team-taught lectures and seminar discussion of major issues and drawing on scholarship and evidence from across the disciplines of Archaeology, History and Religious Studies. The syllabus is divided into a series of major course themes, then sub-divided into principal topics for the study of each theme.

The module is made up of 2 Units: any two of North, East, South, and West.

Each unit contains 4 lectures and 1 staffed workshop. There will be at least 8 weekly lectures (x 50 minutes each), plus at least 2 (50 minute) guided study workshops and at least 2 group meetings.

Lectures:

The aim of the lectures is to provide a brief introduction and overview of each topic, establishing the salient features of major course themes, identifying key issues, disciplinary approaches and providing historiographical guidance. The lectures aim to provide a basic framework for understanding and should be thought of as useful starting points for further discussion and individual study. Where appropriate, handouts and other materials may be distributed to reinforce the material discussed.

Workshops:

The primary aim of workshops will be to provide course participants with the necessary skills to produce the course assessments. They will allow discussion between the students and provide an opportunity for students to discuss key issues relating to the assessments. They will be scheduled throughout the course as required.

Group work:

Students will be allocated to project groups of up to five students to work towards their group assessments. Each group will meet regularly throughout the course.

Academic Skills (Knowledge, Understanding and Intellectual Skills)

Students will practise and develop their ability to:

Knowledge and Understanding

• demonstrate a broad knowledge and an understanding of the processes that contributed to the development of the Medieval world;
• demonstrate a critical understanding of a range of interdisciplinary approaches used to analyse and compare the development of different regions of the Medieval world;
• critically gather, assimilate and interpret knowledge of the past.
• critically compare different forms of evidence about the past;

 Intellectual Skills

• demonstrate an understanding of relevant concepts;
• use a range of techniques to initiate and undertake analysis of information.

 Subject Specific (Including Practical) Skills

• develop causal explanations of historical processes;
• demonstrate skills in comparative analysis;

 Employability Skills

• communicate their ideas and arguments effectively, in group discussion and in visual, oral and written form, in an accurate, succinct and lucid manner;
• think critically and challenge assumptions;
• use a range of information technology resources to assist with information retrieval and assignment presentation;
• independently to organise their own study methods and workload, and manage their time;
• work effectively with others as part of a team or group;

THE OPPORTUNITY FOR REASSESSMENT IN THIS MODULE:
The assessment methods for the Module should be detailed here (both formative and summative), including any distinctive features (e.g. major project work). You should explain how the modes of assessment will enable all students to demonstrate achievement of the Module learning outcomes, indicating which learning outcomes are addressed in each assessment task.  Any academic or competence standards which may limit the availability of adjustments or alternative assessments for disabled students should be clearly stated.

THE OPPORTUNITY FOR REASSESSMENT IN THIS MODULE:

Please provide information to the student about the opportunity for reassessment, should they fail the Module. You should explain the format that reassessment will take and give an indication of when the student can expect to be reassessed (e.g. during the summer).

1) A group project (groups of five students), leading to a presentation given in a conference-style assessment day, which all students on the course will attend. The projects and presentation should be a comparative, interdisciplinary study based on one of the course themes (people, belief or society) which includes two cardinal points and includes objects/ place / people covered in lectures. Each group’s choice of topic will be supervised by lecturing staff in a series of timetabled supervision meetings.

2) Individual assessment: a Portfolio of work submitted during the course of the semester, comprising a bibliography and project plan and a reflective piece on the presentation.

The referencing style for written assessments should follow that used by the student’s home department.

The opportunity for reassessment in this module

The usual provisions for reassessment are made in this respect. Individual cases will be decided by the Examination Board of the History Board of

Studies. Reassessment generally will take the form of a reassessment of the failed element or through completion of one 2,000 word essay in agreement with the module convenor submitted by the August Resit Examination Period.

Four lectures on two of the four cardinal points (North, East, South, West), following this general structure:

1. Introduction to this zone;
2. People;
3. Belief;
4. Society.

Each lecture will focus on an object and/ or a place, and/ or a person.

The geographical zone constituting each of the cardinal points may vary from year to year depending on lecturer availability.

M. Barber, The Two Cities. Medieval Europe, 1050-1320, 2^nd edn (Routledge, 2004) – available as an e-book by searching the university library catalogue

R. Bartlett, The Making of Europe. Conquest, Colonisation and Cultural Change, 950–1350 (Penguin, 1993)

M. Carver and J. Klapste, J. 2012. Archaeology of Medieval Europe: Volume 2: Twelfth to Sixteenth Centuries AD, Aarhus: Aarhus University Press.

J. Graham-Capbell and M. Valor (eds). 2007. Archaeology of Medieval Europe. Vol. 1. The Eighth to Twelfth Centuries AD. Aarhus: Aarhus University Press.

D. C. Lindberg and M. H. Shank, The Cambridge History of Science, vol. 2: Medieval Science (Cambridge University Press, 2013) (available online as an ebook)

C. Loveluck, 2013. Northwest Europe in the Early Middle Ages, c. AD600-1150: A Comparative Archaeology. Cambridge University Press.

J. Shepard (ed.), The Cambridge History of the Byzantine Empire (Cambridge University Press, 2008) (available online as an ebook)

Burton Stein, A History of India, Wiley-Blackwell, 1998 [ASSL DS436.A3.S8, etext: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.cardiff.ac.uk/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781444323511]

Ayers, B. 2016. The German Ocean: Medieval Europe Around the North Sea. London: Equinox.

Brink, S. and Price, N. 2008. The Viking World. London: Routledge.

Marcus Bull, Thinking Medieval: An Introduction to the Study of the Middle Ages (Palgrave, 2005) – available as an e-book by searching the university library catalogue

Campbell, B. 2016. The Great Transition: Climate, Disease and Society in the Late-Medieval World. Cambridge: Cambridge University Press.

Christie, N. 2006. From Constantine to Charlemagne: An Archaeology of Italy AD300-800. Farnham: Ashgate.

Creighton, O. 2012. Early European Castles: Aristocracy and Authority, AD800-1200. London: Bristol Classical Press.

Gilchrist, R. and Reynolds, A. (Eds). 2009. Reflections: 50 Years of Medieval Archaeology. Leeds: Maney.

Hamerow, H, 2002. Early Medieval Settlements: The Archaeology of Rural Communities in North-West Europe, 400-900. Oxford: Oxford University Press.

P. M. Holt, The Age of the Crusades: The Near East from the Eleventh Century to 1517 (Longman, 1986)

Hodges, R. 2000. Towns and Trade in the Age of Charlemagne. London: Duckworth.

Jervis, B., Broderick, L. and Grau-Sologestoa, I. (Eds). 2016. Objects, Environment and Everyday Life in Medieval Europe. Turnhout: Brepols.

William Chester Jordan, Europe in the High Middle Ages (Penguin, 2001)

Jacques Le Goff, Medieval Civilisation, 400-1500 (Blackwell, 1988)

Jacques Le Goff, The Birth of Europe, 400-1500, new edn (Blackwell, 2005)

George Holmes, ed. The Oxford [Illustrated] History of Medieval Europe (OUP, 1988)

Laine, J., Metareligion: Religion and Power in World History, University of California Press, Oakland, 2014 [ASSL BL80.3.L2

Pluskowski, A. 2013. The Archaeology of the Prussian Crusade: Holy War and Colonisation. London: Rouledge.

Valor, M. and Gutierrez, A. 2015. The Archaeology of Medieval Spain, 1100-1500. London: Equinox.

Wickham, C. 2016. Medieval Europe. New Haven: Yale University Press.

Wilkin, A., Naylor, J. and Keene, D. 2015. Town and Country in Medieval North Western Europe: Dynamic Interactions. Turnhout: Brepols.

Primary Source Collections

de Bary, T., et al., eds (rev. by Ainslie T. Embree), Sources of Indian Tradition Volume One: from the beginning to 1800, Columbia University Press, 1988 [1958] [ASSL DS423.S6]

The Internet Medieval Sourcebook: http://sourcebooks.fordham.edu/halsall/sbook.asp

The Online Reference Book for Medieval Studies: http://the-orb.arlima.net/encyclo.html

Resources on specific regions

Swahili

Fleisher, J. 2010. Swahili synoecism: Rural settlements and town formation on the central East African coast, AD750-1500. Journal of Field Archaeology 35(3), 265-82.

Flesher, J. and LaViolette, A. 2013. The early Swahili trade village of Tumbe, Pemba Island, Tanzania. Antiquity 87, 1151-68.

LaViolette, A. 2008. Swahili cosmopolitanism in Africa and the Indian Ocean world, AD 600-1500. Archaeologies 4(1), 24-49.

Wynne-Jones, S. 2007. Creating urban communities at Kilwa Kisiwani, Tanzania, AD 800-1300. Antiquity 81, 368-80

Wynne-Jones, S. and Fleisher, J. 2016. The multiple territories of Swahili urban landscapes. World Archaeology (Online first).

Hanse/Novgorod

Bisbane, M. (Ed). The Archaeology of Novgorod, Russia: Recent Results from the Town and its Hinterland. Lincoln: Society for Medieval Archaeology.

Brisbane, M. and Gaimster, D. (Eds). Novgorod: The Archaeology of a Russian Medieval City and its Hinterland. London: British Museum.

Brisbane, M., Makarov, N.A., Nosov, E.V. and Judelson, K. (Eds). 2012. The Archaeology of Medieval Novgorod in Context: Studies in Centre/Periphery Relations. Oxford: Oxbow Books.

Gaimster, D. 2005. A parallel history: The archaeology of Hanseatic urban culture in the Baltic c.1200-1600. World Archaeology 37(3), 408-23.

Gaimster, D. 2014. The Hanseatic cultural signature: Exploring globalization on the micro-scale in late Medieval northern Europe. European Journal of Archaeology 17(1), 60-81.

Immonen, V. 2007. Defining a culture: The meaning of Hanseatic in Medieval Turku. Antiquity 81, 720-32.

Mehler, N. 2009. The perception and interpretation of Hanseatic material culture in the North Atlantic: Problems and suggestions. Journal of the North Atlantic Special Issue 1, 89-108.

Naum, M. 2013. Premodern translocals: German merchant diaspora between Kalmar and northern German towns (1250-1500). International Journal of Historical Archaeology 17, 376-400.

India

C. Asher and C. Talbot, India Before Europe, Cambridge University Press, 2007 [ASSL DS452.A8].

H. Kulke and D. Rothermund, A History of India, Routledge, 1998 [ASSL DS436.A3.K8]

Spanning more than three-hundred years of history, this module will explore the impact of the Renaissance and the Reformation to challenge ideas of where, when, and how Europe (including Britain) and the world made the leap from ‘medieval’ to ‘modern’. Lectures and seminars will focus on a variety of themes including the structure of early modern society; the impact of the Reformation; Renaissance art and culture; the advent of print; the ‘military revolution’ of the seventeenth century; the advent of ‘scientific thought’; the ‘rediscovery’ of antiquity and global European expansion. Topics will consider the place of Britain within wider European and global contexts. Students will be provided with opportunities to engage directly with sources from the period, to debate different historical approaches to these subjects, and to construct their own ideas of this turbulent age.

• Demonstrate a broad knowledge and an understanding of the main themes of the early modern period across a wide geographical range.
• Demonstrate a critical understanding of a variety of historical approaches used to analyse early modern society and culture.
• Demonstrate, as a necessary foundation for more detailed analysis in the second and final years of the degree, an understanding of key historical concepts. These will include notions of modernity, secularisation, religious and cultural change, and others.

A range of teaching methods will be used in each of the sessions of the course, comprising a combination of lectures and seminar discussion of major issues. The syllabus is divided into a series of major course themes, then sub-divided into principal topics for the study of each theme.

Lectures:

The aim of the lectures is to provide a brief introduction to a particular topic, establishing the salient features of major course themes, identifying key issues and providing historiographical guidance. The lectures aim to provide a basic framework for understanding and should be thought of as useful starting points for further discussion and individual study. Where appropriate, handouts and other materials may be distributed to reinforce the material discussed.

Seminars:

The primary aim of seminars will be to generate debate and discussion amongst course participants. Seminars for each of the course topics will provide an opportunity for students to analyse and further discuss key issues and topics relating to lectures. Students will also be encouraged to engage with the central ideas and debates in the module ‘outside the classroom’ through engagement with librarians, museums, and wider public historical forums.

Students will be encouraged throughout the duration of the module to communicate ideas and arguments in a variety of forms, including group work, classroom discussion, and tutorials. They will develop critical reading and writing skills as they engage with historical literature, placing this in a historiographical and methodological framework and coming to their own conclusion as to the validity of evidence and material on topics studied. They will, as a consequence, engage with theoretical arguments and apply this in their own work. During seminars students will be asked to analyse primary source materials, collaborate with their peers to present ideas and arguments, and engage in plenary class discussions.

THE OPPORTUNITY FOR REASSESSMENT IN THIS MODULE:

Students will be summatively assessed by one 2,000-word essay (excluding empirical appendices and references) [100%], The formative and summative Essays are designed to give students the opportunity to demonstrate their ability to review evidence, draw appropriate conclusions from it and employ the formal conventions of scholarly presentation. The essays must be no longer than the set word count (excluding empirical appendices and references).

Semester One

1) Early Modernity

            - Introduction

            - What is Early Modern?

2) Early Modern Society & Structure

            - Family, Gender, Social Order

            - Rule & Authority

            - Centre, Periphery, and Locality

3) Renaissance

            - What was the Renaissance?

            - Universities and Humanism

            - Geographies of the Renaissance: Urban Life and Culture

            - Print, Orality, and Communication

            - Discovery: Old Worlds, New Worlds

Indicative Reading and Resource List:

• Peter Burke, The Italian Renaissance: Culture and society in Italy, 3rd edn (Cambridge, 2014).

• Barry Coward (ed.), A Companion to Stuart Britain (Oxford, 2003).

• Susan Doran and Norman Jones, The Elizabethan World (London, 2011).

• John Elliott, Empires of the Atlantic World: Britain and Spain in America, 1492-1830 (New Haven, 2006).

• Lisa Jardine, Worldly Goods: A new history of the Renaissance (London, 1996).

• Lisa Jardine, Ingenious Pursuits: Building the scientific revolution (London, 1999).

• Beat Kumin (ed.), The European world 1500-1800 an introduction to early modern history, 3rd edn. (Routledge, 2018).

• Andrew Pettegree, The Book in the Renaissance (London, 2016).

• Andrew Pettegree, The Reformation world (London, 2000).

• Lyndal Roper, Martin Luther: Renegade and prophet (London, 2016).

• Ulinka Ruback, The Oxford Handbook of the Protestant Reformations (Oxford, 2016).

• Hamisch Scott, The Oxford Handbook of Early Modern European History, 1350-1750 (Oxford, 2015).

• Merry Wiesner, Early modern Europe 1450-1789 (Cambridge, 2006).

Spanning more than three-hundred years of history, this module will explore the impact of the Renaissance and the Reformation to challenge ideas of where, when, and how Europe (including Britain) and the world made the leap from ‘medieval’ to ‘modern’. Lectures and seminars will focus on a variety of themes including the structure of early modern society; the impact of the Reformation; Renaissance art and culture; the advent of print; the ‘military revolution’ of the seventeenth century; the advent of ‘scientific thought’; the ‘rediscovery’ of antiquity and global European expansion. Topics will consider the place of Britain within wider European and global contexts. Students will be provided with opportunities to engage directly with sources from the period, to debate different historical approaches to these subjects, and to construct their own ideas of this turbulent age.

• Demonstrate a broad knowledge and an understanding of the main themes of the early modern period across a wide geographical range.
• Demonstrate a critical understanding of a variety of historical approaches used to analyse early modern society and culture.
• Demonstrate, as a necessary foundation for more detailed analysis in the second and final years of the degree, an understanding of key historical concepts. These will include notions of modernity, secularisation, religious and cultural change, and others.

A range of teaching methods will be used in each of the sessions of the course, comprising a combination of lectures and seminar discussion of major issues. The syllabus is divided into a series of major course themes, then sub-divided into principal topics for the study of each theme.

Lectures:

The aim of the lectures is to provide a brief introduction to a particular topic, establishing the salient features of major course themes, identifying key issues and providing historiographical guidance. The lectures aim to provide a basic framework for understanding and should be thought of as useful starting points for further discussion and individual study. Where appropriate, handouts and other materials may be distributed to reinforce the material discussed.

Seminars:

The primary aim of seminars will be to generate debate and discussion amongst course participants. Seminars for each of the course topics will provide an opportunity for students to analyse and further discuss key issues and topics relating to lectures. Students will also be encouraged to engage with the central ideas and debates in the module ‘outside the classroom’ through engagement with librarians, museums, and wider public historical forums.

Students will be encouraged throughout the duration of the module to communicate ideas and arguments in a variety of forms, including group work, classroom discussion, and tutorials. They will develop critical reading and writing skills as they engage with historical literature, placing this in a historiographical and methodological framework and coming to their own conclusion as to the validity of evidence and material on topics studied. They will, as a consequence, engage with theoretical arguments and apply this in their own work. During seminars students will be asked to analyse primary source materials, collaborate with their peers to present ideas and arguments, and engage in plenary class discussions.

THE OPPORTUNITY FOR REASSESSMENT IN THIS MODULE:

Students will be summatively assessed by one 2,000-word essay (excluding empirical appendices and references) [100%]. The formative and summative Essays are designed to give students the opportunity to demonstrate their ability to review evidence, draw appropriate conclusions from it and employ the formal conventions of scholarly presentation. The essays must be no longer than the set word count (excluding empirical appendices and references).

Semester One

1) Early Modernity

            - Introduction

            - What is Early Modern?

2) Early Modern Society & Structure

            - Family, Gender, Social Order

            - Rule & Authority

            - Centre, Periphery, and Locality

3) Renaissance

            - What was the Renaissance?

            - Universities and Humanism

            - Geographies of the Renaissance: Urban Life and Culture

            - Print, Orality, and Communication

            - Discovery: Old Worlds, New Worlds

 Semester Two

 4) Reformations

            - Martin Luther and his World

            - Print, Protestantism, and Piety

            - Catholicism Goes Global 

            - Outsiders I: Judaism and Islam

            - Outsiders II: Witchcraft

5) Revolutions

            - The Scientific Revolution: Knowing and Unknowing the World

            - Resistance: Theory and Practice

            - Leviathan:  The Military Revolution and the Rise of the State

            - The World Turned Upside Down? The Wars of the Three Kingdoms, 1638-1652

 Concluding Lecture and Exam Review

Indicative Reading and Resource List:

• Peter Burke, The Italian Renaissance: Culture and society in Italy, 3rd edn (Cambridge, 2014).

• Barry Coward (ed.), A Companion to Stuart Britain (Oxford, 2003).

• Susan Doran and Norman Jones, The Elizabethan World (London, 2011).

• John Elliott, Empires of the Atlantic World: Britain and Spain in America, 1492-1830 (New Haven, 2006).

• Lisa Jardine, Worldly Goods: A new history of the Renaissance (London, 1996).

• Lisa Jardine, Ingenious Pursuits: Building the scientific revolution (London, 1999).

• Beat Kumin (ed.), The European world 1500-1800 an introduction to early modern history, 3rd edn. (Routledge, 2018).

• Andrew Pettegree, The Book in the Renaissance (London, 2016).

• Andrew Pettegree, The Reformation world (London, 2000).

• Lyndal Roper, Martin Luther: Renegade and prophet (London, 2016).

• Ulinka Ruback, The Oxford Handbook of the Protestant Reformations (Oxford, 2016).

• Hamisch Scott, The Oxford Handbook of Early Modern European History, 1350-1750 (Oxford, 2015).

• Merry Wiesner, Early modern Europe 1450-1789 (Cambridge, 2006).

Ancient forms of religion were vibrant and dynamic traditions that were deeply integrated into the societies which practiced them, impacting nearly every realm of life and thought. This module introduces students to the fundaments of ancient religions by examining the unique religious traditions of several different cultures and geographical regions in antiquity. Across these different cultures, students will consider the relationship between religion and social organisation, empire, gender, sexuality, and economy in different ancient contexts. A wide variety of primary materials will be covered, including the physical remains of religious sites and artefacts as well as a vast array of literary sources. The module will consider how different cultures conceived of their deities and their own relationship to them, how religion informed morality and other social concepts, and how humanity interacted with the divine during life and after death. 

• Demonstrate their understanding of the religious ideology and practice of each distinct culture covered, and apply this understanding to comparisons across different ancient religions.
• Critically analyse a variety of primary material and artefacts and communicate what they reveal about ancient understandings of religion.
• Determine fundamental differences (and indeed similarities) between religious thought and practice in ancient societies and in the contemporary world.
• Demonstrate their familiarity with general approaches to the study of religion in antiquity and beyond, and describe how different contemporary approaches shape our understanding of ancient beliefs.
• Identify how religious beliefs and practices impact other realms of society, and shape norms of gender, sexuality, morality, and politics.

The module will be delivered by 10 one-hour meetings. Precisely how the meetings are used will be at the discretion of the individual lecturer, but sessions may be formed of a lecture followed by a group activity. Thematically, the module will be divided into four main sections, with introduction and concluding lectures at the beginning and end of the module.

• assimilating complex data and synthesising it effectively in written reports
• ability to construct arguments through finding, selecting and critically examining a variety of different forms of relevant evidence
• clear, accurate and effective communication of ideas and arguments in writing and in debate
• observational skills, looking critically at texts and artefacts and describing them accurately
• understanding the sources used by authors and artists in the past, their purpose, and the ways in which their agenda and dispositions impact our understanding of the evidence they provide.
• team-working and contributing to group discussions
• using IT resources as appropriate
• independent working and time management

Section Tests: Each section of the module (cluster of four lectures covering a geographical region or culture) will be evaluated by a section test. These will be comprised multiple-choice questions, and the tests will be administered on Learning Central in the week following each cluster. They will cover material directly covered in lectures and in assigned readings. Each test will be worth 25% of the overall module mark, each student will write 2 tests.

-Coursework / Essay: Students will submit a 1,500 word essay on a topic to be decided in coordination with the module convenor in the last week of the teaching term.

THE OPPORTUNITY FOR REASSESSMENT IN THIS MODULE:

Students who fail the module will normally be expected to sit a synoptic assessment during the resit period.

Although the precise topics covered by the module will vary year on year depending on the expertise of the staff contributing to it, general themes and topics that will be covered include:

• The economic dimensions of ancient religion
• Religion, agriculture, and fertility in various ancient traditions.
• The relationship between religion, empire, and social organisation.
• How religion informs social understanding of gender, sexuality, morality, and justice.
• The practice of religion through sacrifice, prayer, texts, and belief.
• The materiality of religion: temples, sacred spaces, religious items, and religious art and imagery.
• Mythology, folklore, and the transmission of ancient religion.
• How religions interact with other religions: contact, conflict, exchange, and dominance.
• Responses to and challenged of ‘traditional’ religious beliefs.
• Religion and concepts of happiness, the afterlife, and the soul.
• The politics of knowledge, access to religion, religious expertise and professionalism.

The geographical regions, cultures, and time periods covered by this module will include:

• India
• Egypt
• The Ancient Near East
• Achaemenid Persia
• The Greek World
• Italy and the Roman Republic
• The Roman Empire
• Prehistoric and Neolithic Europe

Laine, J. W. (2015), Meta-Religion: Religion and Power in World History, Berkeley.

Salman, M.R. and M. A. Sweeney (2013). The Cambridge History of Religions in the Ancient World, vols. I and II. Cambridge.

Snell, D. C. (2011), Religions of the Ancient Near East, Cambridge.

Burkert, W. (1982), Greek Religion, Oxford [BL782.B8].

Bruit Zaidman, L. and P. Schmitt Pantel (1992, English translation), Religion in the Ancient Greek City, Cambridge [BL785.Z2].

Easterling, P.A. and J. Muir (1985), Greek Religion and Society, Cambridge [DF121.G7].

Guthrie, W. (1971), The Sophists, Cambridge [B288.G8].

Guthrie, W. (1971), Socrates, Cambridge [B316.G8].

Mikalson, J. (2004), Ancient Greek Religion, Malden [BL783.M4].

Ogden, D. (ed.) (2007), A Companion to Greek Religion, Malden [BL790.C6].

Parker, R. (1996), Athenian Religion: A History, Oxford [BL793.A8.P2].

Parker, R. (2005), Polytheism and Society at Athens, Oxford [BL793.A8.P2].

Price, S. (1999), Religions of the Ancient Greeks, Cambridge [DF121.G7].

Beard, M., J.A. North, and S. Price (1998), Religions of Rome, Cambridge [BL802.B3].

Dowden, K. (1992), Religion and the Romans, London [BL 801 D6].

Liebeschutz, J.H.W.G. (1980), Continuity and Change in Roman Religion,. Oxford [BL 802 L4].

North, J.A. (1976), ‘Conservatism and Change in Roman Religion’, Papers of the British School at Rome 44, 1ff.

North, J.A. (2000), Roman Religion, Oxford [BL802.N6].

Scheid, J. (2003), An Introduction to Roman Religion [BL801.S2].

Scullard, H.S. (1976), Festivals and Ceremonies of the Roman Republic, London [DG 125 S2].

Wardman, A. (1982), Religion and Statecraft among the Romans, London [DG 109 W2].

N. Brisch, Religion and Power. Divine Kingship in the Ancient World and Beyond (Chicago, 2008)

H. Frankfort, The Art and Architecture of the Ancient Orient (New Haven & London, 1954; rep. 1970)

H. Frankfort, Kingship and the gods: a study of ancient Near Eastern religion as the integration of society & nature (Chicago,1978).

S.H.Hooke, Myth, ritual, and kingship: essays on the theory and practice of kingship in the ancient Near East and in Israel (Oxford, 1958).

E. Hornung, Conceptions of God in ancient Egypt : the one and the many (London, 1983).

B. Jacobs & R. RollingerDer Achämenidenhof / The Achaemenid Court (Wiesbaden, 2010).

F. Joannès, The age of empires: Mesopotamia in the first millennium BC. (Edinburgh, 2004).

O. Keel, The Symbolism of the Biblical World: Ancient Near Eastern Iconography and the Book of Psalms (New York, 1978).

I. Morris & W. Scheidel (eds.), The Dynamics of Ancient Empires. State Power from Assyria to Byzantium (Oxford, 2009).

B. Pongratz-Leisten, Religion and Ideology in Assyria (Studies in Ancient Near Eastern Records) (Munich, 2015)

B. Cumming, Egyptian Historical Records of the later Eighteenth Dynasty. Fascicle III (Amenhotep II-Thutmose III) (Warminster, 1984).

-- Egyptian Historical Records of the later Eighteenth Dynasty. Fascicle II (Amenhotep II-Thutmose IV) (Warminster, 1984).

S. Dalley (ed.), Myths from Mesopotamia (Oxford University Press, 1989).

G.R. Driver, Aramaic Documents of the Fifth Century BC. (Oxford, 1956).

G.R. Driver and J.C. Miles, The Assyrian Laws (Oxford, 1935).

A.R. George, The Babylonian Gilgamesh Epic: Introduction, Critical Edition and Cuneiform Texts (Oxford, 2003).

W.W. Hallo and K. L. Younger (eds.), The Context of Scripture, vols. 1-3 (Leiden 1997)

J.M. Lindenberger, Ancient Aramaic and Hebrew Letters (Atlanta, 2003).

D.D. Luckenbill, Ancient records of Assyria and Babylonia. 2 Vols. (New York, 1968)

W.L. Moran, The Amarna letters (Baltimore, 1992)

J. B. Pritchard (ed.), Ancient Near Eastern Texts relating to the Old Testament (Princeton, 1969)

D. W. Thomas (ed.), Documents from Old Testament Times (Edinburgh 1958; New York, 1961)

Z. Zevit, The Religions of Ancient Israel (Continuum, 2000).

R. Albertz, A History of Israelite Religion in the Old Testament Period, vols. 1-2 (London 1994).

D. Callender and D. E. Callender Jr. (eds), Myth and Scripture: Contemporary Perspectives on Religion, Language and Imagination (Society of Biblical Literature, 2014).

M. S. Smith, The Early History of God (Eerdmans, 2002).

K.L. Noll, Canaan and Israel in Antiquity: A Textbook on History and Religion (London: Bloomsbury T&T Clark 2013 second edition).

M.S. Smith, The Origins of Biblical Monotheism: Israel's Polytheistic Background and the Ugaritic Texts (Oxford, 2003).

.

Ancient forms of religion were vibrant and dynamic traditions that were deeply integrated into the societies which practiced them, impacting nearly every realm of life and thought. This module introduces students to the fundaments of ancient religions by examining the unique religious traditions of several different cultures and geographical regions in antiquity. Across these different cultures, students will consider the relationship between religion and social organisation, empire, gender, sexuality, and economy in different ancient contexts. A wide variety of primary materials will be covered, including the physical remains of religious sites and artefacts as well as a vast array of literary sources. The module will consider how different cultures conceived of their deities and their own relationship to them, how religion informed morality and other social concepts, and how humanity interacted with the divine during life and after death. 

• Demonstrate their understanding of the religious ideology and practice of each distinct culture covered, and apply this understanding to comparisons across different ancient religions.
• Critically analyse a variety of primary material and artefacts and communicate what they reveal about ancient understandings of religion.
• Determine fundamental differences (and indeed similarities) between religious thought and practice in ancient societies and in the contemporary world.
• Demonstrate their familiarity with general approaches to the study of religion in antiquity and beyond, and describe how different contemporary approaches shape our understanding of ancient beliefs.
• Identify how religious beliefs and practices impact other realms of society, and shape norms of gender, sexuality, morality, and politics.

The module will be delivered by 10 one-hour meetings. Precisely how the meetings are used will be at the discretion of the individual lecturer, but sessions may be formed of a lecture followed by a group activity. Thematically, the module will be divided into four main sections, with introduction and concluding lectures at the beginning and end of the module.

• assimilating complex data and synthesising it effectively in written reports
• ability to construct arguments through finding, selecting and critically examining a variety of different forms of relevant evidence
• clear, accurate and effective communication of ideas and arguments in writing and in debate
• observational skills, looking critically at texts and artefacts and describing them accurately
• understanding the sources used by authors and artists in the past, their purpose, and the ways in which their agenda and dispositions impact our understanding of the evidence they provide.
• team-working and contributing to group discussions
• using IT resources as appropriate
• independent working and time management

Section Tests: Each section of the module (cluster of four lectures covering a geographical region or culture) will be evaluated by a section test. These will be comprised multiple-choice questions, and the tests will be administered on Learning Central in the week following each cluster. They will cover material directly covered in lectures and in assigned readings. Each test will be worth 25% of the overall module mark, each student will write 2 tests.

-Coursework / Essay: Students will submit a 1,500 word essay on a topic to be decided in coordination with the module convenor in the last week of the teaching term.

THE OPPORTUNITY FOR REASSESSMENT IN THIS MODULE:

Students who fail the module will normally be expected to sit a synoptic assessment during the resit period.

Although the precise topics covered by the module will vary year on year depending on the expertise of the staff contributing to it, general themes and topics that will be covered include:

• The economic dimensions of ancient religion.
• Religion, agriculture, and fertility in various ancient traditions.
• The relationship between religion, empire, and social organisation.
• How religion informs social understanding of gender, sexuality, morality, and justice.
• The practice of religion through sacrifice, prayer, texts, and belief.
• The materiality of religion: temples, sacred spaces, religious items, and religious art and imagery.
• Mythology, folklore, and the transmission of ancient religion.
• How religions interact with other religions: contact, conflict, exchange, and dominance.
• Responses to and challenged of ‘traditional’ religious beliefs.
• Religion and concepts of happiness, the afterlife, and the soul.
• The politics of knowledge, access to religion, religious expertise and professionalism.

The geographical regions, cultures, and time periods covered by this module will include:

• India
• Egypt
• The Ancient Near East
• Achaemenid Persia
• The Greek World
• Italy and the Roman Republic
• The Roman Empire
• Prehistoric and Neolithic Europe
• China

Laine, J. W. (2015), Meta-Religion: Religion and Power in World History, Berkeley.

Salman, M.R. and M. A. Sweeney (2013). The Cambridge History of Religions in the Ancient World, vols. I and II. Cambridge.

Snell, D. C. (2011), Religions of the Ancient Near East, Cambridge.

Burkert, W. (1982), Greek Religion, Oxford [BL782.B8].

Bruit Zaidman, L. and P. Schmitt Pantel (1992, English translation), Religion in the Ancient Greek City, Cambridge [BL785.Z2].

Easterling, P.A. and J. Muir (1985), Greek Religion and Society, Cambridge [DF121.G7].

Guthrie, W. (1971), The Sophists, Cambridge [B288.G8].

Guthrie, W. (1971), Socrates, Cambridge [B316.G8].

Mikalson, J. (2004), Ancient Greek Religion, Malden [BL783.M4].

Ogden, D. (ed.) (2007), A Companion to Greek Religion, Malden [BL790.C6].

Parker, R. (1996), Athenian Religion: A History, Oxford [BL793.A8.P2].

Parker, R. (2005), Polytheism and Society at Athens, Oxford [BL793.A8.P2].

Price, S. (1999), Religions of the Ancient Greeks, Cambridge [DF121.G7].

Beard, M., J.A. North, and S. Price (1998), Religions of Rome, Cambridge [BL802.B3].

Dowden, K. (1992), Religion and the Romans, London [BL 801 D6].

Liebeschutz, J.H.W.G. (1980), Continuity and Change in Roman Religion,. Oxford [BL 802 L4].

North, J.A. (1976), ‘Conservatism and Change in Roman Religion’, Papers of the British School at Rome 44, 1ff.

North, J.A. (2000), Roman Religion, Oxford [BL802.N6].

Scheid, J. (2003), An Introduction to Roman Religion [BL801.S2].

Scullard, H.S. (1976), Festivals and Ceremonies of the Roman Republic, London [DG 125 S2].

Wardman, A. (1982), Religion and Statecraft among the Romans, London [DG 109 W2].

N. Brisch, Religion and Power. Divine Kingship in the Ancient World and Beyond (Chicago, 2008)

H. Frankfort, The Art and Architecture of the Ancient Orient (New Haven & London, 1954; rep. 1970)

H. Frankfort, Kingship and the gods: a study of ancient Near Eastern religion as the integration of society & nature (Chicago,1978).

S.H.Hooke, Myth, ritual, and kingship: essays on the theory and practice of kingship in the ancient Near East and in Israel (Oxford, 1958).

E. Hornung, Conceptions of God in ancient Egypt : the one and the many (London, 1983).

B. Jacobs & R. RollingerDer Achämenidenhof / The Achaemenid Court (Wiesbaden, 2010).

F. Joannès, The age of empires: Mesopotamia in the first millennium BC. (Edinburgh, 2004).

O. Keel, The Symbolism of the Biblical World: Ancient Near Eastern Iconography and the Book of Psalms (New York, 1978).

I. Morris & W. Scheidel (eds.), The Dynamics of Ancient Empires. State Power from Assyria to Byzantium (Oxford, 2009).

B. Pongratz-Leisten, Religion and Ideology in Assyria (Studies in Ancient Near Eastern Records) (Munich, 2015)

B. Cumming, Egyptian Historical Records of the later Eighteenth Dynasty. Fascicle III (Amenhotep II-Thutmose III) (Warminster, 1984).

-- Egyptian Historical Records of the later Eighteenth Dynasty. Fascicle II (Amenhotep II-Thutmose IV) (Warminster, 1984).

S. Dalley (ed.), Myths from Mesopotamia (Oxford University Press, 1989).

G.R. Driver, Aramaic Documents of the Fifth Century BC. (Oxford, 1956).

G.R. Driver and J.C. Miles, The Assyrian Laws (Oxford, 1935).

A.R. George, The Babylonian Gilgamesh Epic: Introduction, Critical Edition and Cuneiform Texts (Oxford, 2003).

W.W. Hallo and K. L. Younger (eds.), The Context of Scripture, vols. 1-3 (Leiden 1997)

J.M. Lindenberger, Ancient Aramaic and Hebrew Letters (Atlanta, 2003).

D.D. Luckenbill, Ancient records of Assyria and Babylonia. 2 Vols. (New York, 1968)

W.L. Moran, The Amarna letters (Baltimore, 1992)

J. B. Pritchard (ed.), Ancient Near Eastern Texts relating to the Old Testament (Princeton, 1969)

D. W. Thomas (ed.), Documents from Old Testament Times (Edinburgh 1958; New York, 1961)

Z. Zevit, The Religions of Ancient Israel (Continuum, 2000).

R. Albertz, A History of Israelite Religion in the Old Testament Period, vols. 1-2 (London 1994).

D. Callender and D. E. Callender Jr. (eds), Myth and Scripture: Contemporary Perspectives on Religion, Language and Imagination (Society of Biblical Literature, 2014).

M. S. Smith, The Early History of God (Eerdmans, 2002).

K.L. Noll, Canaan and Israel in Antiquity: A Textbook on History and Religion (London: Bloomsbury T&T Clark 2013 second edition).

M.S. Smith, The Origins of Biblical Monotheism: Israel's Polytheistic Background and the Ugaritic Texts (Oxford, 2003).

.

This module explores the relationship between film, television and other forms of media and the subjects which make up SHARE’s key disciplines: history, ancient history, archaeology and conservation, and religion.

Every type of written history – be it biography, religious hagiography or archaeological report - is a product of processes of condensation, displacement, symbolization, and qualification. Film theorists would argue that exactly the same processes are used in the production of filmed representation. It is only the medium that differs, not the way in which the messages are produced. This course explores how the film process engages with the past and present, exploring both media which can be classified as historical data (propaganda films, commercials and advertisements, newsreels, etc) and the process of creating history through media (Hollywood movies, European cinema, TV broadcasting, Hindi cinema, etc).

The module encourages students to think about the ways the present-day media creates and exploits diverse images of history and faith while helping them to understand how film can be used as a source for the study of history, archaeology and religion

• demonstrate knowledge and critical understanding of the ways in which media interact with historical and/or religious related themes.
• demonstrate a knowledge of and ability to deal with diverse primary source materials and to evaluate them appropriately.
• demonstrate a knowledge and critical understanding of modern theories and debates relating to the use of media in history, archaeology and religion, and an ability to evaluate the evidence with precision in relation to these debates.
• demonstrate a knowledge of and an ability to deal with contemporary issues in contemporary perceptions of media and historical and religious themes.
• discuss these issues in written work and in classroom discussion with coherent and logical arguments, clearly, coherently and correctly expressed.

The module will be delivered by 10 one-hour meetings. Precisely how the meetings are used will be at the discretion of the individual lecturer, but sessions may be formed of a lecture followed by a group activity. Thematically, the module will be divided into four main sections, with introduction and concluding lectures at the beginning and end of the module

• analysis of different forms of media-related evidence.
• observation and visual analysis
• assimilating and synthesising complex information and ideas
• critical thinking skills, including evaluating evidence, assessing arguments, and challenging assumptions
• constructing and defending arguments based on evidence
• clear, accurate and effective communication of ideas and arguments in writing and in debate
• employing basic skills and conventions in the presentation and use of diverse evidence
• contributing to group discussions
• using IT resources effectively
• independent working and time management
• bibliographic and referencing skills

Section Tests: Every 3 to 4 weeks, following a block of lectures, students will be required to answer a series of on-line questions relating to the lecture-topics. Students will access all work through Learning Central and complete the exercise on-line. Students will have two days in order to complete the weekly exercise before the web page expires. There are four section tests, each worth 12.5% of the module mark.

Coursework / Essay: Students will submit a 1,500 word essay on a topic to be decided in coordination with the module convenor in the last week of the teaching term.

THE OPPORTUNITY FOR REASSESSMENT IN THIS MODULE:

Students who fail the module will normally be expected to sit a synoptic assessment during the resit period.

The course will explore themes such as:

Archaeology in the Media: Documentaries

Media Archaeology: Case Study – Egypt 

Archaeologists in Popular Culture: Indiana Jones and beyond.

Museums and Exhibitions – Presenting the Past

Conserving the Past

Visiting the Past ; Case Study – Caer Heritage Project

Archive footage: WWI through celluloid 

Propaganda and News  

The Past on Film: Nazi Cinema. Case Study: Triumph of the Will (1935)

History through film: Entertainment or Education?

How cinema and TV creates history

Literature, history and film

Costume drama –history

Case-Study – How Green Was My Valley (1941)

Jesus at the Movies

Mahabharata and popular culture

Projecting the Prophet

Jews, Christians, Pagans, a case-study: Agora (2009)

Myth-movies

Babington, B. and Evans, P.W. 1(993) Biblical Epics. Sacred Narrative in the Hollywood Cinema. Manchester: MUP.

Bickford-Smith, V. and Mendelsohn, R. (eds.) (2007) Black and white in colour: African history on screen. Cape Town: Ohio University Press.

Cannadine, D. (2004). History and the Media. London: Palgrave Macmillan.

Cyrino, M.S. (2005) Big Screen Rome. Oxford: Blackwell.  

Dwyer, R. (2006) Filming the Gods: Religion and Indian Cinema. London: Routledge.

De Groot, J. (2015) Remaking History. London: Routledge.

(2016) Consuming History: Historians and Heritage in Contemporary Popular Culture. London: Routledge.

Elliott, A. (2010) Remaking the Middle Ages: The Methods of Cinema and History in Portraying the Medieval World. Jefferson: McFarland & Co Inc.

Elsaesser, T (2017) Film History as Media Archaeology: Tracking Digital Cinema.

Erhardt, J (2016) Gendering History on Screen: Women Filmmakers and Historical Films. London: IB Tauris.

Finke, L.A. (ed.) (2009) Cinematic Illuminations: The Middle Ages on Film. Baltimore: Johns Hopkins University Press.

Gray, A. (ed.) (2012) History on Television. London: Routledge.

Hanna, E. (2009) The Great War on the Small Screen: Representing the First World War in Contemporary Britain. Edinburgh: EUP.

High, P.B. and Kepley, V. (2003) The imperial screen: Japanese film culture in the Fifteen years’ war of 1931 - 1945. Madison, WI: University of Wisconsin Press.

Holtorf, C. (2005) From Stonehenge to Las Vegas: Archaeology as popular culture. Walnut Creek, CA: AltaMira Press.

Herzberg, R. (2016) The Third Reich on Screen, 1929-2015. Jefferson: McFarland & Co Inc.

Iwamura, J. (2011) Virtual Orientalism: Asian Religions and American Popular Culture. Oxford: OUP.

Llewellyn-Jones, L. (2009) ‘Hollywood’s Ancient World’ in A. Erskine (ed.), A Companion to the Ancient World. Oxford: Blackwell, 564-79  

Lyden, J. (2003) Film as Religion: Myths, Morals, and Rituals: Myths, Morals, Rituals. New York: NYU Press.

Malamud, M. (2009) Ancient Rome and Modern America. Oxford. 

Malone, P. (2015) Screen Jesus: Portrayals of Christ in Television and Film. Lanham: Scarecrow Press.

Martin, J. (1995) Screening The Sacred: Religion, Myth, And Ideology In Popular American Film. Bolder: Westview Press.

Pereboom, M. (2010) History and Film: Moving Pictures and the Study of the Past. London: Routledge.

Robinson, W. (ed.) (2017) History, Fiction, and The Tudors: Sex, Politics, Power, and Artistic License in the Showtime Television Series. London: Palgrave Macmillan.

Rosenstone, R.A. (ed.) A Companion to the Historical Film. Oxford: Blackwell.

Shandley, R.R. (2001) Rubble films: German cinema in the shadow of the Third Reich. Philadelphia: Temple University Press.

Wistrich, R.S. and Holland, L. (1995) Weekend in Munich: Art, propaganda and terror in the Third Reich. London: Pavilion Books.

Zhang, Y. (2004) Chinese national cinema. New York: Taylor & Francis.

.

Affron, C. & Affron, M.J. 1995. Sets in Motion. Art Direction and Film Narrative. New Brunswick.

Ambrose, S.E. 1996. ‘The Longest Day’ in M.C. Carnes (ed.), Past Imperfect. History According to the Movies. New York. 236-41.

Annas, A. 1987. ‘The Photogenic Formula: Hairstyles and Makeup in Historical Films’ in A. Annas, S. La Valley, E. Maeder and E. Jenssen (eds.). 52-77.

Annas, A., La Valley, S., Maeder, E. and Jenssen, E, (eds.).1987. Hollywood and History. Costume Design in Film. Los Angeles.

Annas, A., La Valley, S. & Maeder, E.1987. ‘The Three Faces of Cleopatra’ in A. Annas, S. La Valley, E. Maeder and E. Jenssen (eds.). 43-51.

Babington, B. and Evans, P.W. 1993. Biblical Epics. Sacred Narrative in the Hollywood Cinema. Manchester.

Balio, T. 1993. Grand Design. Hollywood as a Modern Business Enterprise, 1930-1939. Berkeley.

Barnes Tatum, W. 2004. Jesus at the Movies. Santa Rosa.

Barbas, S. 2001. Movie Crazy. Fan, Stars, and the Cult of Celebrity. New York.

Basinger, J. 1986. The World War II Combat Film – Anatomy of a Genre. New York.

------1993. A Woman’s View. How Hollywood Spoke to Women 1930-1960. London.

------1999. Silent Stars. Middletown.

Bassoff, L. 2000. Mighty Movies. Movie Poster Art from Hollywood’s Greatest Adventure Epics and Spectaculars. Beverly Hills.

Bernstein, M. and Studlar, G. (eds.). 1997. Visions of the East. Orientalism in Film. London and New York.

Berry, S. 2000. Screen Style. Fashion and Femininity in 1930s Hollywood. London.

Birchard, R.S. 2004. Cecil B. DeMille’s Hollywood. Lexington.

Blanshard, A. and Shahabudin, K. 2011. Classics on Screen. London.*

Block, A.B. & Wilson, L.A. (eds.). 2010. Blockbusters. A Decade-by-Decade Survey of Timeless Movies Including Untold Secrets of the Financial and Cultural Success. New York.

Boggs, J.M. and Petrie, D.W. 1978. The Art of Watching Films. London.

Breakwell, I. and Hammond, P. (eds.). 1990. Seeing in the Dark. A Compendium of Cinemagoing. London.

Bronlow, K. 1979. Hollywood. The Pioneers. London.

Burgoyne, R. (ed.). 2010. The Epic in World Culture. London.

Butsch, R. 2001. ‘American Movie Audiences of the 1930s’. International Labor and Working-Class History 59 (Workers and Film: As Subject and Audience), 106-120.

Carnes, M.C. (ed.). 1996. Past Imperfect. History According to the Movies. New York.

Casper, D. 2007. Postwar Hollywood 1946-1962. Oxford.

Chopra-Gant, M. 2008. Cinema and History. The Telling of Stories. London & New York.

Collins, J. 1979. Past Imperfect. London.

Cooke, M. 2008. A History of Film Music. Cambridge. 

Cyrino, M.S. 2004. ‘Gladiator and Contemporary American Society’ in M. Winkler (ed.), Gladiator. Film and History. Oxford. 24-149.

------2005. Big Screen Rome. Oxford.

------2013a. ‘Ancient Sexuality on Screen’ in T.K. Hubbard (ed.), A Companion to Greek and Roman Sexualities. Oxford. 613-28.

------2013b (ed.). Screening Love and sex in the Ancient World. London.

Dance, R. 2008. Glamour of the Gods. Photographs from the John Kobal Foundation. Göttingen.

Davis, R.L. 1993. The Glamour Factory. Inside Hollywood’s Big Studio System. Dallas.

Eldridge, D. 2006. Hollywood’s History Films. London.

Elley, D. 1984. The Epic Film. London & New York.

Eyman, S. 2010. Empire of Dreams. The Epic Life of Cecil B. DeMille. New York.

Finkel, A. 1996. Romantic Stages. Set and costume design in Victorian England. Jefferson and London.

Finler, J.W. 2012. Hollywood Movie Stills. Art and Technique in the Golden Age of the Studios. London.

Flanders, J. 2006. Consuming Passions. Leisure and Pleasure in Victorian Britain. London.

Ford, E.A. and Mitchel, D.C. 2009. Royal Portraits in Hollywood. Filming the Lives of Queens. Lexington.

Forshey, G.E. 1992. American Religious and Biblical Spectaculars. Westport.

Gomery, D. 2005. The Hollywood Studio System. A History. London.

Grace, P. 2009. The Religious Film. Oxford.

Gray, R. 2011. Cinemas in Britain. London.

Greenland, F. & Cartledge, P. (eds.) 2009. Responses to Oliver Stone’s Alexander. Publisher: Wisconsin University Press.

Hall, S. 2002. ‘Selling Religion: How to Market a Biblical Epic’, Film History 14 (2), 170-85.

Hall, S. and Neale, S. (2010) Epics, Spectacles and Blockbusters: A Hollywood History. Detroit.

Hark, I.R. (ed.). 2002. Exhibition. The Film Reader. London.

Heisner, B. 1990. Hollywood Art. Art Direction in the Days of the Great Studios. Jefferson.

Hozic, A. 2001. Hollywood: Space, Power, and Fantasy in the American Economy. Ithaca.

Huckvale, D. 2012. Ancient Egypt in the Popular Imagination. Building a Fantasy in Film, Literature, Music and Art. Jefferson and London.

Hughes-Warrington, M. 2007. History Goes to the Movies. London.

Jorgensen, J. 2010. Edith Head. The Fifty-Year Career of Hollywood’s Greatest Costume Designer. New York.

Joshel, S.R., Malamud, M. and McGuire, D.T. (eds.) 2001. Imperial Projections. Ancient Rome in Modern Popular Culture. Baltimore and London.

Junkelmann, M. 2004. Hollywoods Traum von Rom. Mainz.

Kelly, R. 2014. Mark Antony and Popular Culture. Masculinity and the Construction of an Icon. London.

Kernan, L. 2005. Coming Attractions: Reading American Movie Trailers. Austin.

Keylin, A. & Bent, C. (eds.). 1979. The New York Times at the Movies. New York.

Kerr, P. (ed.). 1986. The Hollywood Film Industry. London.

Kidd, E. 2011. The Critical Practice of Film. An Introduction. London.

Kinnard, R. and Davis, T. 1992. Divine Images. A History of Jesus on the Screen. New York.

Landau, D. 2000. Gladiator: the Making of the Ridley Scott Epic.

Landis, D.N. 2007. Dressed. A Century of Hollywood Costume Design. New York.

------2012a. Hollywood Costume. London.

------2012b. Hollywood Sketchbook. A Century of Costume Illustration. New York.

Lane Fox, R. 2004. The Making of Alexander. Oxford and London.

LaValley, S. 1987. ‘Hollywood and Seventh Avenue: the impact of period films in fashion’ in A. Annas, S. La Valley, E. Maeder & E. Jenssen, (eds.). 78-96.

Leib, K. 2011. ‘The Ancient World in Film’ in P.C. DiMare (ed.), Movies in American History. Santa Barbara. 888-894.

Lev, P. 2003. The Fifties. Transforming the Screen. Berkely.

Lindner, M. 2007. Rom und seine Kaiser im Historienfilm. Frankfort.

Llewellyn-Jones, L. 2002a. ‘The Queen of Sheba in Western Popular Culture 1850-2000’ in St. J. Simpson (ed.), Queen of Sheba. Treasures from Ancient Yemen. London. 12-30.

------2002b. ‘Celluloid Cleopatras or Did the Greeks Ever Get to Egypt?’ in D. Ogden (ed.), The Hellenistic World. New Perspectives. London. 275-304.

------2005. ‘The Fashioning of Delilah. Costume Design, Historicism and Fantasy in Cecil B. DeMille’s Samson and Delilah (1949)’ in L. Cleland, M. Harlow & L. Llewellyn-Jones (eds.) The Clothed Body in the Ancient World. Oxford.

14-29.

------2009. ‘Hollywood’s Ancient World’ in A. Erskine (ed.), A Companion to the Ancient World. Oxford. 564-79.

------2013. ‘An Almost All Greek Thing: Cleopatra VII and Hollywood Imagination’ in K.P. Nikoloutsos (ed.), Ancient Greek Women in Film. Oxford. 305-29.

------2018. Designs on the Past. How Hollywood Created the Ancient World. Edinburgh.

Louvish, S. 2007. Cecil B. DeMille and the Golden Calf. London.

MacDonald Fraser, G. 1988. The Hollywood History of the World. Marlborough.

Malamud, M. 2009. Ancient Rome and Modern America. Oxford.

Malone, P. 2012. Screen Jesus. Portrayals of Christ in Television and Film. Lanham.

Maltby, R. 2003. Hollywood Cinema. Oxford.

Massey, A. 2000. Hollywood Beyond the Screen: Design and Material Culture. Oxford.

Malone, A. 2010. Sacred Profanity. Spirituality at the Movies. Santa Barbra.

Mayer, D. 1994. Playing Out the Empire. Ben-Hur and Other Toga Plays and Films. A Critical Anthology. Oxford.

McArthur, C. 1998. ‘Braveheart and the Scottish Aesthetic Dementia’ in T. Barta (ed.), Screening the Past. Film and the Representation of History. London. 167-87.

McDonald, K. (ed.). 2011. Americanization of History. Conflation of Time and Culture in Film and Television. Newcastle Upon Tyne.

McDonald Fraser, G. 1988. The Hollywood History of the World. London.

McElwee, J. 2013. Showmen, Sell It Hot! Movies as Merchandise in Golden Era Hollywood. Pittsburgh.

Michaelakis, P. and Wyke, M. (eds.). 2013. The Ancient World in Silent Cinema. Cambridge.

Mutti-Mewse, A. and Mutti-Mewse, H. 2014. I Used to be in Pictures. An Untold Story of Hollywood. Woodbridge.

Naylor, D. 1988. Picture Palaces: Views from Americas Past. New York.

Nisbet, G. 2007. Ancient Greece in Film and Popular Culture. Bristol.

Orrison, K. 1999. Written in Stone. Making Cecil B. DeMille’s Epic ‘The Ten Commandments’. Lanhan & New York.

Park, W. 2003. Hollywood. An Epic Production. Portland.

Paul, J. 2013. Film and the Classical Epic Tradition. Oxford.

Pomeroy, A.J. 2008. Then it was Destroyed by the Volcano: The Ancient World in Film and on Television. London.

Ramirez, J.A. 2004. Architecture for the Screen. A Critical Study of Set Design in Hollywood’s Golden Age. Jefferson and London.

Rebello, S. and Allen, R. 1988. Reel Art. Great Posters from the Golden Age of the Silver Screen. New York.

Reinhartz, A. 2013a. Bible and Cinema: Fifty Key Films. London.

------2013b. Bible and Cinema. An Introduction. London.

Richards, J. 2008. Hollywood’s Ancient Worlds. London.

------2009. The Age of the Dream Palace: Cinema and Society in 1930s Britain. London.

Roberts, J. 2010. The Complete History of American Film Criticism. Santa Monica.

Rosenstone R. (ed.). 1995. Revisioning History: Film and the Construction of a New Past. Princeton.

Royster, F.T. 2003. Becoming Cleopatra. The Shifting Image of an Icon. New York.

Santas, C. 2008. The Epic in Film. From Myth to Blockbuster. Lanham.

Santas, C., Wilson, J.M., Colavito, M. and Baker, D. (eds.). 2014. The Encyclopedia of Epic Films. Lanham.

Schatz, T. 1988. Hollywood Filmmaking in the Studio Era. The Genius of the System. Minneapolis.

Schocket, A.M. 2018. 'Hamilton and the American Revolution on Stage and on Screen', in Historians on Hamilton: How a Blockbuster Musical is Restaging America’s Past, ed. Renee C. Romano and Claire Bond Potter. New York, 

167-86.

Smith, G.A. 2004. Epic Films. Cast, Credits and Commentary on over 350 Historical Spectacle Movies. Jefferson and London.

Sobchack, V. 1990. ‘Surge and Splendour. A Phenomenology of the Hollywood Historical Epic’. Representations 29. 24-49.

Solomon, J. 2001 (2^nd edition). The Ancient World in Cinema. New Haven and London.

Stacey, J. 1994. Star Gazing. Hollywood Cinema and Female Spectatorship. London.

Stubbs, J. 2013.  Historical Film. A Critical Introduction. London.

Tanitch, R. 2000. Blockbusters! 70 Years of Best-Selling Movies. London.

Tashiro, C.S. 1998. Pretty Pictures. Production Design and the History Film. Austin.

Toplin, R.B. 2002. Reel History. In Defence of Hollywood. Kansas City.

Vargas-Cooper, N. 2010. Mad Men Unbuttoned. A Romp Through 1960s America. New York.

Vidal, G. 1992. Screening History. Cambridge, Mass.

Wallen, G.A. (ed). 2002. Moviegoing in America. Oxford.

Walsh, R. 2003. Reading the Gospels in the Dark. Portrayals of Jesus in Film. Harrisberg.

Wenzel, D. 2005. Kleopatra im Film. Remscheid.

White, H. 1988. ‘Historiography and Historiophoty’. American Historical Review. 93.5. 1193-99.

Wills, D. 2013. Hollywood in Kodachrome 1940-1945. London.

Winkler, M.M. 1995. ‘Cinema and the fall of Rome’ Transactions of the American Philological Society 125. 135-54.

------2001. Classical Myth and Culture in the Cinema. Oxford.

------2004. Gladiator. Film and History. Oxford.

------2007a. Troy: From Homer’s ‘Iliad’ to Hollywood Epic. Oxford.

------2007b. Spartacus. Film and History. Oxford.

------2009. The Fall of the Roman Empire. Oxford.

Wood, M. 1975. America in the Movies. London.

Wright, M.J. 2003. Moses in America. The Cultural Uses of Biblical Narrative. Oxford.

Wyke, M. 1994. ‘Make like Nero! The appeal of a cinematic emperor’ in J. Elsner and J. Masters (eds.), Reflections of Nero: Culture, History, and Representation. London.

------1997. Projecting the Past. Ancient Rome, Cinema and History. London and New York.

------2002. The Roman Mistress. Ancient and Modern Receptions. Oxford.

This module explores the relationship between film, television and other forms of media and the subjects which make up SHARE’s key disciplines: history, ancient history, archaeology and conservation, and religion.

Every type of written history – be it biography, religious hagiography or archaeological report - is a product of processes of condensation, displacement, symbolization, and qualification. Film theorists would argue that exactly the same processes are used in the production of filmed representation. It is only the medium that differs, not the way in which the messages are produced. This course explores how the film process engages with the past and present, exploring both media which can be classified as historical data (propaganda films, commercials and advertisements, newsreels, etc) and the process of creating history through media (Hollywood movies, European cinema, TV broadcasting, Hindi cinema, etc).

The module encourages students to think about the ways the present-day media creates and exploits diverse images of history and faith while helping them to understand how film can be used as a source for the study of history, archaeology and religion

• demonstrate knowledge and critical understanding of the ways in which media interact with historical and/or religious related themes.
• demonstrate a knowledge of and ability to deal with diverse primary source materials and to evaluate them appropriately.
• demonstrate a knowledge and critical understanding of modern theories and debates relating to the use of media in history, archaeology and religion, and an ability to evaluate the evidence with precision in relation to these debates.
• demonstrate a knowledge of and an ability to deal with contemporary issues in contemporary perceptions of media and historical and religious themes.
• discuss these issues in written work and in classroom discussion with coherent and logical arguments, clearly, coherently and correctly expressed.

The module will be delivered by 10 one-hour meetings. Precisely how the meetings are used will be at the discretion of the individual lecturer, but sessions may be formed of a lecture followed by a group activity. Thematically, the module will be divided into four main sections, with introduction and concluding lectures at the beginning and end of the module.

• analysis of different forms of media-related evidence.
• observation and visual analysis
• assimilating and synthesising complex information and ideas
• critical thinking skills, including evaluating evidence, assessing arguments, and challenging assumptions
• constructing and defending arguments based on evidence
• clear, accurate and effective communication of ideas and arguments in writing and in debate
• employing basic skills and conventions in the presentation and use of diverse evidence
• contributing to group discussions
• using IT resources effectively
• independent working and time management
• bibliographic and referencing skills

Section Tests: Every 3 to 4 weeks, following a block of lectures, students will be required to answer a series of on-line questions relating to the lecture-topics. Students will access all work through Learning Central and complete the exercise on-line. Students will have two days in order to complete the weekly exercise before the web page expires. There are four section tests, each worth 12.5% of the module mark.

Coursework / Essay: Students will submit a 1,500 word essay on a topic to be decided in coordination with the module convenor in the last week of the teaching term.

THE OPPORTUNITY FOR REASSESSMENT IN THIS MODULE:

Students who fail the module will normally be expected to sit a synoptic assessment during the resit period.

The course will explore themes such as:

Archaeology in the Media: Documentaries

Media Archaeology: Case Study – Egypt 

Archaeologists in Popular Culture: Indiana Jones and beyond.

Museums and Exhibitions – Presenting the Past

Conserving the Past

Visiting the Past ; Case Study – Caer Heritage Project

Archive footage: WWI through celluloid 

Propaganda and News  

The Past on Film: Nazi Cinema. Case Study: Triumph of the Will (1935)

History through film: Entertainment or Education?

How cinema and TV creates history

Literature, history and film

Costume drama –history

Case-Study – How Green Was My Valley (1941)

Jesus at the Movies

Mahabharata and popular culture

Projecting the Prophet

Jews, Christians, Pagans, a case-study: Agora (2009)

Myth-movies

Babington, B. and Evans, P.W. 1(993) Biblical Epics. Sacred Narrative in the Hollywood Cinema. Manchester: MUP.

Bickford-Smith, V. and Mendelsohn, R. (eds.) (2007) Black and white in colour: African history on screen. Cape Town: Ohio University Press.

Cannadine, D. (2004). History and the Media. London: Palgrave Macmillan.

Cyrino, M.S. (2005) Big Screen Rome. Oxford: Blackwell.  

Dwyer, R. (2006) Filming the Gods: Religion and Indian Cinema. London: Routledge.

De Groot, J. (2015) Remaking History. London: Routledge.

(2016) Consuming History: Historians and Heritage in Contemporary Popular Culture. London: Routledge.

Elliott, A. (2010) Remaking the Middle Ages: The Methods of Cinema and History in Portraying the Medieval World. Jefferson: McFarland & Co Inc.

Elsaesser, T (2017) Film History as Media Archaeology: Tracking Digital Cinema.

Erhardt, J (2016) Gendering History on Screen: Women Filmmakers and Historical Films. London: IB Tauris.

Finke, L.A. (ed.) (2009) Cinematic Illuminations: The Middle Ages on Film. Baltimore: Johns Hopkins University Press.

Gray, A. (ed.) (2012) History on Television. London: Routledge.

Hanna, E. (2009) The Great War on the Small Screen: Representing the First World War in Contemporary Britain. Edinburgh: EUP.

High, P.B. and Kepley, V. (2003) The imperial screen: Japanese film culture in the Fifteen years’ war of 1931 - 1945. Madison, WI: University of Wisconsin Press.

Holtorf, C. (2005) From Stonehenge to Las Vegas: Archaeology as popular culture. Walnut Creek, CA: AltaMira Press.

Herzberg, R. (2016) The Third Reich on Screen, 1929-2015. Jefferson: McFarland & Co Inc.

Iwamura, J. (2011) Virtual Orientalism: Asian Religions and American Popular Culture. Oxford: OUP.

Llewellyn-Jones, L. (2009) ‘Hollywood’s Ancient World’ in A. Erskine (ed.), A Companion to the Ancient World. Oxford: Blackwell, 564-79  

Lyden, J. (2003) Film as Religion: Myths, Morals, and Rituals: Myths, Morals, Rituals. New York: NYU Press.

Malamud, M. (2009) Ancient Rome and Modern America. Oxford. 

Malone, P. (2015) Screen Jesus: Portrayals of Christ in Television and Film. Lanham: Scarecrow Press.

Martin, J. (1995) Screening The Sacred: Religion, Myth, And Ideology In Popular American Film. Bolder: Westview Press.

Pereboom, M. (2010) History and Film: Moving Pictures and the Study of the Past. London: Routledge.

Robinson, W. (ed.) (2017) History, Fiction, and The Tudors: Sex, Politics, Power, and Artistic License in the Showtime Television Series. London: Palgrave Macmillan.

Rosenstone, R.A. (ed.) A Companion to the Historical Film. Oxford: Blackwell.

Shandley, R.R. (2001) Rubble films: German cinema in the shadow of the Third Reich. Philadelphia: Temple University Press.

Wistrich, R.S. and Holland, L. (1995) Weekend in Munich: Art, propaganda and terror in the Third Reich. London: Pavilion Books.

Zhang, Y. (2004) Chinese national cinema. New York: Taylor & Francis.

.

Affron, C. & Affron, M.J. 1995. Sets in Motion. Art Direction and Film Narrative. New Brunswick.

Ambrose, S.E. 1996. ‘The Longest Day’ in M.C. Carnes (ed.), Past Imperfect. History According to the Movies. New York. 236-41.

Annas, A. 1987. ‘The Photogenic Formula: Hairstyles and Makeup in Historical Films’ in A. Annas, S. La Valley, E. Maeder and E. Jenssen (eds.). 52-77.

Annas, A., La Valley, S., Maeder, E. and Jenssen, E, (eds.).1987. Hollywood and History. Costume Design in Film. Los Angeles.

Annas, A., La Valley, S. & Maeder, E.1987. ‘The Three Faces of Cleopatra’ in A. Annas, S. La Valley, E. Maeder and E. Jenssen (eds.). 43-51.

Babington, B. and Evans, P.W. 1993. Biblical Epics. Sacred Narrative in the Hollywood Cinema. Manchester.

Balio, T. 1993. Grand Design. Hollywood as a Modern Business Enterprise, 1930-1939. Berkeley.

Barnes Tatum, W. 2004. Jesus at the Movies. Santa Rosa.

Barbas, S. 2001. Movie Crazy. Fan, Stars, and the Cult of Celebrity. New York.

Basinger, J. 1986. The World War II Combat Film – Anatomy of a Genre. New York.

------1993. A Woman’s View. How Hollywood Spoke to Women 1930-1960. London.

------1999. Silent Stars. Middletown.

Bassoff, L. 2000. Mighty Movies. Movie Poster Art from Hollywood’s Greatest Adventure Epics and Spectaculars. Beverly Hills.

Bernstein, M. and Studlar, G. (eds.). 1997. Visions of the East. Orientalism in Film. London and New York.

Berry, S. 2000. Screen Style. Fashion and Femininity in 1930s Hollywood. London.

Birchard, R.S. 2004. Cecil B. DeMille’s Hollywood. Lexington.

Blanshard, A. and Shahabudin, K. 2011. Classics on Screen. London.*

Block, A.B. & Wilson, L.A. (eds.). 2010. Blockbusters. A Decade-by-Decade Survey of Timeless Movies Including Untold Secrets of the Financial and Cultural Success. New York.

Boggs, J.M. and Petrie, D.W. 1978. The Art of Watching Films. London.

Breakwell, I. and Hammond, P. (eds.). 1990. Seeing in the Dark. A Compendium of Cinemagoing. London.

Bronlow, K. 1979. Hollywood. The Pioneers. London.

Burgoyne, R. (ed.). 2010. The Epic in World Culture. London.

Butsch, R. 2001. ‘American Movie Audiences of the 1930s’. International Labor and Working-Class History 59 (Workers and Film: As Subject and Audience), 106-120.

Carnes, M.C. (ed.). 1996. Past Imperfect. History According to the Movies. New York.

Casper, D. 2007. Postwar Hollywood 1946-1962. Oxford.

Chopra-Gant, M. 2008. Cinema and History. The Telling of Stories. London & New York.

Collins, J. 1979. Past Imperfect. London.

Cooke, M. 2008. A History of Film Music. Cambridge. 

Cyrino, M.S. 2004. ‘Gladiator and Contemporary American Society’ in M. Winkler (ed.), Gladiator. Film and History. Oxford. 24-149.

------2005. Big Screen Rome. Oxford.

------2013a. ‘Ancient Sexuality on Screen’ in T.K. Hubbard (ed.), A Companion to Greek and Roman Sexualities. Oxford. 613-28.

------2013b (ed.). Screening Love and sex in the Ancient World. London.

Dance, R. 2008. Glamour of the Gods. Photographs from the John Kobal Foundation. Göttingen.

Davis, R.L. 1993. The Glamour Factory. Inside Hollywood’s Big Studio System. Dallas.

Eldridge, D. 2006. Hollywood’s History Films. London.

Elley, D. 1984. The Epic Film. London & New York.

Eyman, S. 2010. Empire of Dreams. The Epic Life of Cecil B. DeMille. New York.

Finkel, A. 1996. Romantic Stages. Set and costume design in Victorian England. Jefferson and London.

Finler, J.W. 2012. Hollywood Movie Stills. Art and Technique in the Golden Age of the Studios. London.

Flanders, J. 2006. Consuming Passions. Leisure and Pleasure in Victorian Britain. London.

Ford, E.A. and Mitchel, D.C. 2009. Royal Portraits in Hollywood. Filming the Lives of Queens. Lexington.

Forshey, G.E. 1992. American Religious and Biblical Spectaculars. Westport.

Gomery, D. 2005. The Hollywood Studio System. A History. London.

Grace, P. 2009. The Religious Film. Oxford.

Gray, R. 2011. Cinemas in Britain. London.

Greenland, F. & Cartledge, P. (eds.) 2009. Responses to Oliver Stone’s Alexander. Publisher: Wisconsin University Press.

Hall, S. 2002. ‘Selling Religion: How to Market a Biblical Epic’, Film History 14 (2), 170-85.

Hall, S. and Neale, S. (2010) Epics, Spectacles and Blockbusters: A Hollywood History. Detroit.

Hark, I.R. (ed.). 2002. Exhibition. The Film Reader. London.

Heisner, B. 1990. Hollywood Art. Art Direction in the Days of the Great Studios. Jefferson.

Hozic, A. 2001. Hollywood: Space, Power, and Fantasy in the American Economy. Ithaca.

Huckvale, D. 2012. Ancient Egypt in the Popular Imagination. Building a Fantasy in Film, Literature, Music and Art. Jefferson and London.

Hughes-Warrington, M. 2007. History Goes to the Movies. London.

Jorgensen, J. 2010. Edith Head. The Fifty-Year Career of Hollywood’s Greatest Costume Designer. New York.

Joshel, S.R., Malamud, M. and McGuire, D.T. (eds.) 2001. Imperial Projections. Ancient Rome in Modern Popular Culture. Baltimore and London.

Junkelmann, M. 2004. Hollywoods Traum von Rom. Mainz.

Kelly, R. 2014. Mark Antony and Popular Culture. Masculinity and the Construction of an Icon. London.

Kernan, L. 2005. Coming Attractions: Reading American Movie Trailers. Austin.

Keylin, A. & Bent, C. (eds.). 1979. The New York Times at the Movies. New York.

Kerr, P. (ed.). 1986. The Hollywood Film Industry. London.

Kidd, E. 2011. The Critical Practice of Film. An Introduction. London.

Kinnard, R. and Davis, T. 1992. Divine Images. A History of Jesus on the Screen. New York.

Landau, D. 2000. Gladiator: the Making of the Ridley Scott Epic.

Landis, D.N. 2007. Dressed. A Century of Hollywood Costume Design. New York.

------2012a. Hollywood Costume. London.

------2012b. Hollywood Sketchbook. A Century of Costume Illustration. New York.

Lane Fox, R. 2004. The Making of Alexander. Oxford and London.

LaValley, S. 1987. ‘Hollywood and Seventh Avenue: the impact of period films in fashion’ in A. Annas, S. La Valley, E. Maeder & E. Jenssen, (eds.). 78-96.

Leib, K. 2011. ‘The Ancient World in Film’ in P.C. DiMare (ed.), Movies in American History. Santa Barbara. 888-894.

Lev, P. 2003. The Fifties. Transforming the Screen. Berkely.

Lindner, M. 2007. Rom und seine Kaiser im Historienfilm. Frankfort.

Llewellyn-Jones, L. 2002a. ‘The Queen of Sheba in Western Popular Culture 1850-2000’ in St. J. Simpson (ed.), Queen of Sheba. Treasures from Ancient Yemen. London. 12-30.

------2002b. ‘Celluloid Cleopatras or Did the Greeks Ever Get to Egypt?’ in D. Ogden (ed.), The Hellenistic World. New Perspectives. London. 275-304.

------2005. ‘The Fashioning of Delilah. Costume Design, Historicism and Fantasy in Cecil B. DeMille’s Samson and Delilah (1949)’ in L. Cleland, M. Harlow & L. Llewellyn-Jones (eds.) The Clothed Body in the Ancient World. Oxford.

14-29.

------2009. ‘Hollywood’s Ancient World’ in A. Erskine (ed.), A Companion to the Ancient World. Oxford. 564-79.

------2013. ‘An Almost All Greek Thing: Cleopatra VII and Hollywood Imagination’ in K.P. Nikoloutsos (ed.), Ancient Greek Women in Film. Oxford. 305-29.

------2018. Designs on the Past. How Hollywood Created the Ancient World. Edinburgh.

Louvish, S. 2007. Cecil B. DeMille and the Golden Calf. London.

MacDonald Fraser, G. 1988. The Hollywood History of the World. Marlborough.

Malamud, M. 2009. Ancient Rome and Modern America. Oxford.

Malone, P. 2012. Screen Jesus. Portrayals of Christ in Television and Film. Lanham.

Maltby, R. 2003. Hollywood Cinema. Oxford.

Massey, A. 2000. Hollywood Beyond the Screen: Design and Material Culture. Oxford.

Malone, A. 2010. Sacred Profanity. Spirituality at the Movies. Santa Barbra.

Mayer, D. 1994. Playing Out the Empire. Ben-Hur and Other Toga Plays and Films. A Critical Anthology. Oxford.

McArthur, C. 1998. ‘Braveheart and the Scottish Aesthetic Dementia’ in T. Barta (ed.), Screening the Past. Film and the Representation of History. London. 167-87.

McDonald, K. (ed.). 2011. Americanization of History. Conflation of Time and Culture in Film and Television. Newcastle Upon Tyne.

McDonald Fraser, G. 1988. The Hollywood History of the World. London.

McElwee, J. 2013. Showmen, Sell It Hot! Movies as Merchandise in Golden Era Hollywood. Pittsburgh.

Michaelakis, P. and Wyke, M. (eds.). 2013. The Ancient World in Silent Cinema. Cambridge.

Mutti-Mewse, A. and Mutti-Mewse, H. 2014. I Used to be in Pictures. An Untold Story of Hollywood. Woodbridge.

Naylor, D. 1988. Picture Palaces: Views from Americas Past. New York.

Nisbet, G. 2007. Ancient Greece in Film and Popular Culture. Bristol.

Orrison, K. 1999. Written in Stone. Making Cecil B. DeMille’s Epic ‘The Ten Commandments’. Lanhan & New York.

Park, W. 2003. Hollywood. An Epic Production. Portland.

Paul, J. 2013. Film and the Classical Epic Tradition. Oxford.

Pomeroy, A.J. 2008. Then it was Destroyed by the Volcano: The Ancient World in Film and on Television. London.

Ramirez, J.A. 2004. Architecture for the Screen. A Critical Study of Set Design in Hollywood’s Golden Age. Jefferson and London.

Rebello, S. and Allen, R. 1988. Reel Art. Great Posters from the Golden Age of the Silver Screen. New York.

Reinhartz, A. 2013a. Bible and Cinema: Fifty Key Films. London.

------2013b. Bible and Cinema. An Introduction. London.

Richards, J. 2008. Hollywood’s Ancient Worlds. London.

------2009. The Age of the Dream Palace: Cinema and Society in 1930s Britain. London.

Roberts, J. 2010. The Complete History of American Film Criticism. Santa Monica.

Rosenstone R. (ed.). 1995. Revisioning History: Film and the Construction of a New Past. Princeton.

Royster, F.T. 2003. Becoming Cleopatra. The Shifting Image of an Icon. New York.

Santas, C. 2008. The Epic in Film. From Myth to Blockbuster. Lanham.

Santas, C., Wilson, J.M., Colavito, M. and Baker, D. (eds.). 2014. The Encyclopedia of Epic Films. Lanham.

Schatz, T. 1988. Hollywood Filmmaking in the Studio Era. The Genius of the System. Minneapolis.

Schocket, A.M. 2018. 'Hamilton and the American Revolution on Stage and on Screen', in Historians on Hamilton: How a Blockbuster Musical is Restaging America’s Past, ed. Renee C. Romano and Claire Bond Potter. New York, 

167-86.

Smith, G.A. 2004. Epic Films. Cast, Credits and Commentary on over 350 Historical Spectacle Movies. Jefferson and London.

Sobchack, V. 1990. ‘Surge and Splendour. A Phenomenology of the Hollywood Historical Epic’. Representations 29. 24-49.

Solomon, J. 2001 (2^nd edition). The Ancient World in Cinema. New Haven and London.

Stacey, J. 1994. Star Gazing. Hollywood Cinema and Female Spectatorship. London.

Stubbs, J. 2013.  Historical Film. A Critical Introduction. London.

Tanitch, R. 2000. Blockbusters! 70 Years of Best-Selling Movies. London.

Tashiro, C.S. 1998. Pretty Pictures. Production Design and the History Film. Austin.

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Vidal, G. 1992. Screening History. Cambridge, Mass.

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Wenzel, D. 2005. Kleopatra im Film. Remscheid.

White, H. 1988. ‘Historiography and Historiophoty’. American Historical Review. 93.5. 1193-99.

Wills, D. 2013. Hollywood in Kodachrome 1940-1945. London.

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------2001. Classical Myth and Culture in the Cinema. Oxford.

------2004. Gladiator. Film and History. Oxford.

------2007a. Troy: From Homer’s ‘Iliad’ to Hollywood Epic. Oxford.

------2007b. Spartacus. Film and History. Oxford.

------2009. The Fall of the Roman Empire. Oxford.

Wood, M. 1975. America in the Movies. London.

Wright, M.J. 2003. Moses in America. The Cultural Uses of Biblical Narrative. Oxford.

Wyke, M. 1994. ‘Make like Nero! The appeal of a cinematic emperor’ in J. Elsner and J. Masters (eds.), Reflections of Nero: Culture, History, and Representation. London.

------1997. Projecting the Past. Ancient Rome, Cinema and History. London and New York.

------2002. The Roman Mistress. Ancient and Modern Receptions. Oxford.

This module provides an introduction to the underpinning skills of x-radiography, investigative cleaning, adhesives and gap-filling of archaeological and historical objects.

This module categorises treatment procedures that are used to reveal the shape, history and technology of cultural objects. Students learn how to apply selected investigative cleaning techniques via structured practical work on cultural objects. Documentation and reporting this work and its outcomes is used to assess student performance. Practical applications of conservation practice are linked to applications of materials used as adhesives and gap-fillers. Properties of materials and aspects of conservation ethics are explored via set practical exercises. The module includes an extensive introduction to laboratory health and safety and the laboratory local rules. The module is an essential underpinning to the Conservation Skills in Practice module and has significant linkage to the Introduction to ‘Investigative Techniques in Conservation’ and ‘Polymers in Conservation’ modules. 

• Recognise and act on HSE regulations applicable to conservation
• Describe the nature of dirt and the purpose of and options for its removal
• Implement basic conservation tasks under supervision
• Recognise and use basic conservation tools and equipment
• Understand the principles and practice of x-radiography

• Critically evaluate the outcomes of conservation treatments

How the module will be delivered

A series of introductory lectures and demonstrations provide an overview of the ethics, rationale and practical skills used in conservation, with emphasis on archaeological material. Lectures will be balanced with supervised practical classes where students will experiment with conservation techniques and then develop and evaluate them on materials selected to represent a range of artefact types.

Students will receive 10 x 3 hour practical classes that will involve both seminar style teaching and practical work. In order to deliver the outcomes of the module students will be expected to spend time outside of the scheduled classes working in the laboratories in addition to the normal research requirements of a University module.

Whilst studying this module, students will practise and develop a number of skills.  Not all of these will be assessed formally via the assessment but will be developed through your time working within a laboratory context and with cultural heritage items. Learning outcomes for the module are correlated to the novice to expert scale utilised by Icon, The Institute for Conservation for competence assessment.

Academic

• Critically assess published literature in conservation
• Identify treatments in conservation literature and apply them appropriately

Subject Specific

• Apply conservation ethics in the workplace
• Interpret x-radiographs of small objects
• Set up a safe ergonomic workspace at a laboratory bench
• Understand the difference between mechanical and chemical cleaning techniques
• Use and evaluate different cleaning techniques
• Understand adhesive properties and how these can influence selection
• Use appropriate adhesives for different substrates
• Choose, mix, apply and surface-finish gap-fillers
• Mix and apply media and pigments to achieve different outcomes

Transferable

• Comply with Health and Safety rules and regulations
• Write short technical reports
• Annotate images to communicate information
• Use a range of conservation equipment 

How the module will be assessed

Formative assessment: Mechanical air abrading of a nail under supervision, feedback on gapfilling practical.

Summative Assessment: 100% coursework – Multiple choice test on x-radiography (20%), providing an annotated photograph of a coin assessing multiple cleaning techniques (30%), providing a technical report assessing multiple cleaning techniques on a painted block (50%).

Attendance at lectures and practical classes is mandatory.

• Introduction to conservation ethics
• Safety procedures and COSHH, good practice & safety sign up
• X-radiography theory
• X-radiography practical
• Mechanical cleaning
• Chemical cleaning
• Cleaning practical coins and blocks
• Adhesives
• Gap filling
• In-painting theory & practical

Students will undertake practical classes where their ability to understand and apply conservation theory will be developed using real cultural heritage artefacts. They will carry out precise cleaning tasks which require a good level of fine motor control. Students will also need good colour vision, and be able to visually examine objects utilising appropriate equipment such as microscopes (sometimes using them for significant periods of time to carry out tasks). Students are encouraged to discuss any specific access needs with staff in advance of taking this module.

The module will introduce students to a range of reading, such as conference publications, journals and edited compilations. Students will be encouraged to undertake additional reading from all these sources and may use web sources such as manufactures data, safety information, museums and heritage related sites. Additional resources for the laboratory work can be found on the SHARE CL module on Learning Central. 

Ethics and dirt

American Institute For Conservation (AIC) (1994). AIC Code Of Ethics And Guidelines For Practice. http://www.conservation-us.org/about-us/core-documents/code-of-ethics-and-guidelines-for-practice#.VnpoUp1FAdU (accessed 23/12/15).

ICON The Institue of Conservation (2014). ICON Code of Conduct. http://icon.org.uk/system/files/documents/icon_code_of_conduct.pdf (accessed 23/12/15).

International Council Of Museums (ICOM) (2004) Code Of Ethics For Museums. Revised By The 21st General ICOM Assembly In Seoul 8th October 2004 Edn.

Moncrief, A., Weaver, G. (1983) Cleaning. Science for Conservators Book 2 Routledge/Museums and Galleries Commission.

Richmond, A. and Bracker, A. (2009) (Eds). Conservation Principles, Dilemmas and Uncomfortable Truths. London: Butterworth-Heinemann and the V&A Museum.

V & A (2004). Victoria and Albert Museum Conservation Department Ethics Checklist Background

Document 2004 http://media.vam.ac.uk/media/documents/legacy_documents/file_upload/27932_file.pdf (accessed 23/12/15).

Watkinson D. (2006). Ethical Challenges In The Conservation Of Cultural Material. Chapter 11. In Gunning J. And Holm S. (Eds.), Ethics, Law And Society. Vol. 2. Aldershot ; Burlington, Vt: Ashgate. 95-108.

X-radiography

English Heritage (2006). Guidelines on the X-radiography of archaeological metalwork. https://content.historicengland.org.uk/images-books/publications/x-radiography-of-archaeological-metalwork/xradiography.pdf/ (accessed 23/12/15).

Lang J. and Middleton A. (2005). Radiography Of Cultural Material. 2nd Edn. Amsterdam ; London: Elsevier Butterworth Heinemann.

O'Connor, Sonia ; Brooks, M.M. (2007). X-Radiography of Textiles, Dress and Related Objects. Kidlington: Butterworth-Heinemann.

Mechanical / Physical / Chemical Cleaning

Buys, S. and Oakley, V. (1993) Conservation and Restoration of Ceramics. Butterworths (Chapter 7 – cleaning)

Cronyn, J.M.. (1990) The Elements of Archaeological Conservation Routledge, London.

Phenix, A. & Burnstock, A (1992) Removal of surface dirt on paintings with chelating agents, The Conservator 16. 28-37

Siano, S., Agresti, J., Cacciari, I. et al., (2012). Laser cleaning in conservation of stone, metal, and painted artifacts: state of the art and new insights on the use of the Nd:YAG lasers. Applied Physics A (2012) 106: 419. doi:10.1007/s00339-011-6690-8

Solvents and Solvation

Feller, R.L., Stolow, N., Jones, E.H. (1985). On Picture Varnishes and their Solvents. Washington: National Gallery of Art.

Horie, C.V. (1998). Materials for Conservation. London: Architectural Press.

Torraca, G. (1975) Solubility and Solvents for Conservation Problems. International Centre for the Study of the Preservation and Restoration of Cultural Property Rome.

Adhesives

Crafts Council (1987). Adhesives And Coatings. Science For Conservators. Book 3. 2nd edition. Museums and Galleries Commission Conservation Unit.

Down, J. L., MacDonald, M.A., Tétreault, J., Williams, R.S., (1996). Adhesive testing at the Canadian Conservation Institute–an evaluation of selected poly(vinyl acetate) and acrylic adhesives. Studies in conservation 41 (1), pp.19-44.

Horie, C.V. (1998). Materials for Conservation. London: Architectural Press.

Kinloch, A.J.(1987). Adhesion And Adhesives. Chapman And Hall.

Koob S. (1986). The use of Paraloid B-72 as an adhesive: its application for archaeological ceramics and other material,. Studies in Conservation 31, pp.7-14.

Gap-filling and In-painting

Buys, S. and Oakley, V. (1993). Conservation and Restoration of Ceramics. Butterworths (Chapters 10-12).

Koob s. (2003) Tips and Tricks with epoxy and other casting & molding materials, AIC Objects Specialty Group Postprints, Volume Ten. 158-172.

Staniforth, S. (1985). Retouching and colour matching: the restorer and metamerism. Studies in conservation 30 (3), p.101-111.

Thornton J. (1998) A brief history and review of the early practice and materials of gap-filling in the west, Journal Of The American Institute For Conservation 37. 3-22.

This module provides an opportunity to enact investigative cleaning skills developed in previous modules and integrate them in reflective practice on archaeological and historical objects. This module utilises treatment procedures that are used to reveal the shape, history and technology of cultural objects. Students will apply selected investigative cleaning techniques via structured practical work on cultural objects. Documentation and reporting this work and its outcomes is used to assess student performance. Student will be expected to work to professional standards in the delivery of sae and sustainable lab practice and to be responsible for the heritage items in their care.

The module has significant linkage to the ‘Introduction to Conservation Skills’ and ‘Investigative Techniques in Conservation’ modules. 

• Demonstrate practical abilities required to carry out simple investigative cleaning tasks
• Synthesise observation and research to make simple conservation decisions
• Produce a professional standard conservation laboratory record including images
• Identify relevant conservation case studies from the literature and apply lessons to their practice
• Take responsibility for the preservation of the artefacts which they work on

• Critically evaluate the outcomes of conservation treatments 

Teaching centres on implanting the thought patterns of the conservation process into students, using discussion of theory and of practical techniques. Underpinning theory is translated into practice via demonstration and via student exercises, including student work on archaeological or historical objects. Lectures will prepare students for the application of conservation theory in practice. A series of supervised practical classes where students will carry out a cross section of conservation techniques on cultural heritage material and evaluate outcomes and processes in a reflective report.

Students will receive 2x2 hour seminar classes and 8 x 3 hour practical classes that will involve some seminar style teaching. In order to deliver the outcomes of the module students will be expected to spend time outside of the scheduled classes working in the laboratories in addition to the normal research requirements of a University module. 

Students will develop their ability to apply conservation treatments to original cultural heritage materials, in order to apply conservation theory in practice and to identify, deliver and evaluate appropriate conservation treatment options. They will also develop their analytical skills, ability to critically assess the conservation literature and the evaluation and communication of conservation outcomes. Students will maintain records of conservation measures to professional standards and take responsibility for the care of most of cultural heritage within their influence. Learning outcomes for the module are correlated to the novice to expert scale utilised by Icon, The Institute for Conservation for competence assessment.

Summative assessment

100% Coursework Conservation of artefact and production of a treatment report (60%), (LO 1,2 4,5,6) Owners report (20%) (LO3)  and a full laboratory record (20%) (LO3)

The opportunity for reassessment in this module

Reassessment will take the form of coursework undertaken during the summer period. The requirement that students demonstrate an ability to carry out practical laboratory based tasks will limit the availability of alternative forms of assessment.

Attendance at lectures and practical classes is mandatory.

• Leather completing entry documentation & photography
• Leather structure technology and decay
• Introduction to the conservation of leather
• Practical Leather cleaning
• Lecture: Freeze drier
• Practical Leather stabilisation
• Box making / decision making criteria & leather treatment
• Practical Freeze drier
• Leather treatment
• Leather treatment

Students will undertake practical classes where their ability to understand and apply conservation theory will be developed using real cultural heritage artefacts. They will carry out precise cleaning tasks which require good fine motor control. Students will also need good colour vision, and be able to visually examine objects utilising appropriate equipment such as microscopes (sometimes using them for significant periods of time to carry out tasks). Students are encouraged to discuss any specific access needs with staff in advance of taking this module.

Ganiaris H. et al (1982) A Comparison of Some Treatments of Excavated Leather The Conservator 6 l2-23. UKIC.

The module will encourage students to develop their range of reading to source specialist articles and resources from conference publications, journals and edited compilations. Students will be expected to undertake reading for specific case studies from these sources and may use additional web sources such as manufactures data, safety information, museums and heritage related sites. Additional resources for the laboratory work can be found on the SHARE CL module on Learning Central. 

Caple, C ( 2000) Conservation Skills: judgement, method and decision making Routledge

Cronyn, J.M.. (1990) The Elements of Archaeological Conservation Routledge.

Drysdale L (1999) The Language Of Conservation: Applying Critical Linguistic Analysis To Three Conservation Papers. International Council Of Museums Committee For Conservation 12^th Triennial Lyon . Bridgland J (Ed). James And James, 161 – 165 

English Heritage (1995)  Guidelines for the care of Waterlogged Archaeological leather  http://www.archleathgrp.org.uk/EHGuidelines.pdf

Horie, C.V., (1998) Materials for Conservation Architectural Press

Karsten, A., Graham, K., Jones, J, Mold, Q. Walton Rogers, P. (2012) Waterlogged Organic Artefacts Guidelines on their Recovery, Analysis and Conservation https://historicengland.org.uk/images-books/publications/waterlogged-organic-artefacts/

Kite, M Thomson , R., (2006) Conservation of Leather and Related Materials Butterworth Heinemann

Moncrief, A., Weaver, G. (1983) Cleaning. Science for Conservators Book 2 Routledge/Museums and Galleries Commission.

Morrison L. (l988) Some suggested materials for the repair and reconstruction of archaeological leather. Conservation Today, UKIC Anniversary Conference (Ed Todd V). London pp l07-lll.

Museum of London (nd) Packing Museum Objects for Storage e-learning tool http://www.museumoflondon.org.uk/Resources/e-learning/packing-museum-objects-for-storage/

Richmond, A. and Bracker, A. (2009) (eds). Conservation Principles, Dilemmas and Uncomfortable Truths. London: Butterworth-Heinemann and the V&A Museum

Watson, J. (2004) The freeze-drying of wet and waterlogged materials from archaeological excavations Physics Education 39 (2) 171- 176 www.iop.org/journals/physed, Special feature: archaeology

The investigative role of the conservator is explored via the introduction to a selection of visual recording, investigative and analytical techniques commonly used in conservation. The module introduces students to analytical techniques and equipment that underpin conservation practice set in an ethical context. Methods commonly used in conservation include object examination with ultraviolet, photography, microscopy and microphotography.

The module has significant linkage to the ‘Introduction to Conservation Skills’ and ‘Conservation Skills in Practice’ modules.

• Recognise the importance of investigation and documentation in conservation practice

• Identify commonly used techniques for material characterisation

• Use imaging equipment and techniques to produce images suitable for permanent record

• Operate a range of analytical equipment commonly used in conservation

• Be aware of conservation ethics and ethics for sampling from cultural heritage material and operate the procedures to carry it out

• Integrate research from introductory conservation texts with observation and analytical data

• Communicate the results of investigation clearly

• Recognise and act on HSE regulations applicable to analysis in conservation

A series of practical demonstrations of equipment and supervised practical laboratory work.

Whilst studying this module, students will practise and develop a number of skills.  Not all of these will be assessed formally via the assessment but will be developed through your time working within a laboratory context and with cultural heritage items. Learning outcomes for the module are correlated to the novice to expert scale utilised by Icon, The Institute for Conservation for competence assessment.

• Take good quality photographs

• Critically assess the quality of a photograph

• Safely use a UV-lamp for object examination and photography

• Set up a safe ergonomic workspace working with a binocular microscope at a laboratory bench

• Adjust and use binocular and research microscopes

• Record objects using microphotography

• Edit and annotate images to communicate information

• Comply with Health and Safety rules and regulations

• Use a range of equipment

• Comply with Health and Safety rules and regulations

• Apply conservation ethics in analytical practice

Formative feedback will be provided throughout the module during demonstration of equipment and peer feedback on images. Summative assessment will be via a digital portfolio of images produced by the visual analysis methods studied during the module including macro, ultraviolet and micro photography.

THE OPPORTUNITY FOR REASSESSMENT IN THIS MODULE:

Reassessment according to University regulations during the summer.

Type of assessmen
 

Coursework

Visual Analysis Portfolio

Autumn Week 12

This module will introduce students to a range of techniques used to visually record and analyse cultural heritage artefacts via practical classes. These techniques include macro and ultraviolet photography and optical microscopy.

Students will need good fine motor control and colour vision to be able to examine objects using microscopes and ultraviolet light and are encouraged to discuss any specific access needs with staff in advance of taking this module.

The module will introduce students to a range of specialist reading from conference publications, journals and edited compilations. Students will be encouraged to identify specific papers from these sources and may use additional web sources such as manufactures data, safety information, museums and heritage related sites. Additional resources for the laboratory work can be found on the SHARE CL module on Learning Central.

Bradbury, S. and Bracegirdle, B. 1998. Introduction to light microscopy. Royal Microscopic Society Microscopy Handbooks 42. Oxford: Bios

Craddock, P. T. 2009. Scientific Investigation of Copies, Fakes and Forgeries. Oxford : Butterworth-Heinemann

Dayley, B. and Dayley, D. 2012. Photoshop CS6 Bible.  New York: Wiley

Langford, M. J., Fox, A. and Sawdon Smith, R. 2010. Langford's Basic Photography: The Guide for Serious Photographers. London: Focal Press

Nikon Microscopy. http://www.microscopyu.com/

Odegaard, N., Scott, C. and Zimmt, W. S. 2000. Material Characterization Tests For Objects Of Art And Archaeology. London: Archetype

Philp, F. 1997. UV Light Photography as an aid in the conservation of eighteenth-century furniture. WAG Postprints, San Diego, California [Download from http://cool.conservation-us.org/coolaic/sg/wag/1997/WAG_97_philp.pdf

Stanley-Price, N., Talley, M. K. and Melucco Vaccaro, A. (Eds). 1996. Historical And Philosophical Issues In The Conservation Of Cultural Heritage. Readings In Conservation, Los Angeles: Getty Conservation Institute.

Verhoeven, G. 2008. Imaging The Invisible Using Modified Digital Still Cameras For Straightforward And Low-Cost Archaeological Near-Infrared Photography. Journal of Archaeological Science 35 (12), pp. 3087 – 3100

Warda, J. 2008. The AIC Guide To Digital Photography And Conservation Documentation. American Institute For Conservation Of Historic And Artistic Works

The module examines the physical and chemical structure of selected synthetic and natural polymers, identifies their properties and decay routes and relates these to their use as conservation materials. This information is used to discuss how and why polymers are chosen for use in conservation practice and the evidence for their success or failure is critically assessed..

Students should know the following:

• The broad chemistry of organic polymers
• Functional groups in organic polymers
• Physical properties used to define polymers
• Classification of polymers
• Mechanisms via which polymers degrade
• Methods for testing the properties of polymers
• The range of synthetic polymers used in conservation practice
• General properties of synthetic polymer families used in conservation practice
• The range of natural polymers used in conservation practice
• The range of natural polymers likely to occur in museum objects

Students should understand the following:

• Why understanding the structure of polymers is important to conservation practice
• The uses of polymers in conservation practice
• Primary bonding in polymers
• Secondary bonding in polymers
• The physical structure of polymers
• How agencies of decay change polymers
• The ideal properties of polymers for conservation practice
• The reasoning and rationale of polymer testing for conservation practice
• The limitations of polymer testing
• Rationale for selecting adhesives, consolidants and coatings for conservation practice

The factors that link polymers into generic categories

This module is delivered via lectures, practical classes and interactive group discussions with prior set reading. Attending these contact sessions is compulsory. All students will be expected to carry out the prior reading and to contribute to discussions.

Throughout the module, students will have the opportunity to practice and develop the following academic, subject specific and transferable/employability skills:

Sourcing relevant academic and other publications

Critically assessing articles

Making evidence-based decisions

Identifying why particular polymers are used in conservation practice

Assessing suitability of polymers for use in conservation practice scenarios

Recognising signs of ageing and decay changes in polymers and identifying likely causes

Formative assessment and feedback will be ongoing throughout the module via group discussion, presentations and peer support/feedback.

Summative assessment will be designed to assess learning outcomes via an instrumental analysis of aged polymeric material. During self-directed practical time, students will analyse a specified range of polymeric materials and will produce a report of the chemical changes brought about by their ageing. Results of practical work will be combined with detailed underpinning theory to deliver a concise report in an appropriate scientific style.

THE OPPORTUNITY FOR REASSESSMENT IN THIS MODULE:

Resubmission of coursework according to University regulations during summer resit period.

Type of assessment

Polymer analysis report

1000 words max.

Spring Week 12

Module content will introduce students to the structure of synthetic polymers via their chemical and physical properties. Polymer families will be discussed and their suitability for conservation practice applications considered. The influence of agencies of decay on synthetic polymers will be studied. Understanding will be developed through discussion of selected examples in conservation and materials science publications.

There is no essential reading. Students will be guided to relevant introductory reading on themes to be covered in classes and will be encouraged and supported to develop their own reading lists which will be based on articles in academic journals rather than text books.

General organic and polymer chemistry

BILLMEYER F.W. (1984) Textbook of polymer science, 3rd ed., Fred W. Billmeyer, Jr., Wiley-Interscience, New York, 1984, 578 pp.

BROWN W. H. and FOOTE C. S. 2002 Organic Chemistry, 3^rd edtn., Brooks/Cole Thomson Higher Education

CARRAHER Jr. C E., (2013) Introduction to Polymer Chemistry, Third Edition. Coca Raton Florida, USA, CRC Press.

ELIAS H.G. (1997) An Introduction to Polymer Science. VCH Weinheim. New York

FOX M. A., WHITESELL J. K. 2004 Organic Chemistry, 3^rd edtn., James and Bartlett MA USA

HORNBY M. and PEACH J. 1993 Foundations of Organic Chemistry, Oxford University Press.

MAITLAND JONES Jnr. 2005 Organic Chemistry, 3^rd edtn., Norton and Company NY.

Mc MURRAY J. 1994 Fundamentals of Organic Chemistry, 3rd edtn., Thomson Higher Education, Belmont CA USA

Mc MURRAY J. 2008 Organic Chemistry, 7^th edtn., Thomson Higher Education, Belmont CA USA

STEVENS MP (1999) Polymer Chemistry An Introduction. 3^rd edtn. Oxford University Press

Conservation focused publications

ALLEN K.W. (1984) Adhesion and Adhesives - some fundamentals. Adhesives and Consolidants International Institute for Conservation Paris Congress 2-8 September 1984. Bromelle N., Pye E., Smith P. and Thomson G. (Eds). 5-12.  IIC

ALLEN N.S., EDGE M. and HORIE V. (1992) Polymers in Conservation. Special publications number 105. Royal Society of Chemistry.

BROMELLE N., PYE E., SMITH P. and THOMSON G. (Eds) 1984 Adhesives and Consolidants. IIC Paris Congress 2-8 September 1984. International Institute for Conservation.

COMYN J (1997) Adhesion Science. Royal Society of Chemistry Paperbacks.

DE LA RIE R. (1992) Stability and Function of Coatings Used in Conservation. Polymers in Conservation.  Allen NS, Edge M and Horie V (eds). Royal Society of Chemistry.  62-81

DE WITTE E. et al (1984) Influence of the modification of dispersions on film properties. In N. Bromelle, E. Pye, P. Smith and G. Thomson (Eds) Adhesives and Consolidants International Institute for Conservation Paris Congress 2-8 September 1984. pp. 32 – 35. IIC

DOWN J. (1984) Adhesive testing at the CCI, past and future. In N. Bromelle, E. Pye, P. Smith and G. Thomson (Eds) Adhesives and Consolidants International Institute for Conservation Paris Congress 2-8 September 1984. 18-21. IIC

DOWN, J. L., MACDONALD, M. TETREAULT, J. and WILLAMS, S. (1996) Adhesive testing at the Canadian Conservation Institute - an evaluation of selected poly(vinyl acetate) and acrylic adhesives. Studies in Conservation 41, pp. 19 – 44.

HORIE C.V. (2010) Materials for Conservation, Organic Consolidants, Adhesives and Coatings. Butterworths.

MACGREGOR AND GREENWOOD (1980) Polymers in Nature. 

MASSCHELEIN-KLEINER L. (1995) Ancient Binding media, varnishes and adhesives. ICCROM

MILLS J.S. and WHITE R. (1987) The Organic Chemistry of Museum Objects. Butterworths. NICHOLSON, J.W. (1997) The chemistry of polymers, 2^nd Edition. Cambridge, The Royal Society of Chemistry.

MILLS J.S. and WHITE R. (1987) The Organic Chemistry of Museum Objects. Butterworths.

NEWEY C., BOFF R, DANIELS V., PASCOE M. AND TENNENT, N. (1987) Adhesives and Coatings. Science for Conservators. Book 3.  Science for Conservators. Series 2^nd Edition. Museums and Galleries Commission.

NEWEY C., BOFF R, DANIELS V., PASCOE M. AND TENNENT, N. (1987) An introduction to materials: Science for Conservators. Book 1. Science for Conservators. Series 2^nd Edition. Museums and Galleries Commission.

NEWEY C., BOFF R, DANIELS V., PASCOE M. AND TENNENT, N. (1987) Cleaning: Science for Conservators Book 2. Science for Conservators. Series 2^nd Edition. Museums and Galleries Commission.

TATE J.O., TENNENT N.H. and TOWNSEND J.H. (1983) Resins in Conservation. Proceedings of S.S.C.R. Conference held in Edinburgh 21-22 May 1982. ICON Science for Conservators Volume 2. Cleaning. The Conservation Unit (Straightforward basic information)

This module is an introduction to the archaeology of the Mediterranean from c. 8000 BC to the sixth century AD, focusing on three societies: Egypt, Greece and Rome. The module will trace the origins of agriculture and cities in the Near East, before looking at these three civilisations in turn. The emphasis throughout will be on how the material evidence relates to the life, culture and politics of these societies, and on the ways in which archaeology can be used to study them. The module will examine a number of key themes and concepts in relation to each society, such as power and the state, writing and literacy, art and representation, settlements and urbanism, the economy, religion and death.

• recognise and describe a range of archaeological evidence from three major Mediterranean societies, Egypt, Greece and Rome, including key sites and artefact types
• relate this material to major themes and concepts in the study of these cultures (e.g. urbanism, state formation, art, religion, literacy)
• explain the evidence with reference to modern interpretations and theories
• identify changes over time or compare different ancient civilisations and cultures
• discuss these issues in written work with coherent and logical arguments, clearly and correctly expressed

20 lectures and 2 seminars; independent learning; 1 coursework feedback tutorial

The lectures provide an introduction to a particular topic, establishing the key points of major course themes, identifying important issues, and providing guidance for more in-depth reading. They aim to provide a basic framework for understanding, and should be thought of as a useful starting-point for further discussion and independent learning. Slides will be used to illustrate the material discussed.

The seminars enable students to develop their analytical and interpretative skills by studying and discussing key evidence and concepts. During seminars students will practise constructing arguments and debates, and get feedback on their ideas from the tutor and their peers. Handouts with material for study and suggestions for preparatory reading will be circulated prior to the seminars.

Independent learning enables students to familiarise themselves with the archaeological evidence and the most important modern approaches and debates on the subject. A reading list is provided, with guidance on key items of reading for the major themes of the module.

Coursework feedback tutorials provide students with an opportunity to get feedback and guidance on all aspects of their written work.

• assimilating and synthesising complex information and ideas
• observation and visual analysis
• critical thinking skills, such as analysing and evaluating evidence, critiquing interpretations or arguments, and challenging assumptions
• constructing and defending arguments based on evidence
• clear, accurate and effective communication of ideas and arguments in writing and in debate
• employing basic skills and conventions in the presentation and use of archaeological evidence
• bibliographic and referencing skills
• team-working and contributing to group discussions
• using IT resources effectively
• independent working and time management

The module will be assessed through a 2000-word essay (50%) and an exam consisting of one essay question and one picture question, weighted 70:30 (50%).

The essay and exam questions will require knowledge and critical deployment of evidence and an awareness of modern scholarship to answer questions and construct arguments relating to Egyptian, Greek and Roman archaeology.

In the picture question that forms part of the exam, three artefacts, buildings or sites will be set, one Egyptian, one Greek and one Roman (10 marks each). Students will be asked to comment on all three images and assess their significance, thus deploying their knowledge of the archaeological evidence and interpretations of it. The images will be selected from the material discussed in the seminars.

The opportunity for reassessment in this module

Students who fail the module will normally be expected to resit the failed component(s) in the summer resit period. In some cases reassessment will be 100% coursework.

• the origins of agriculture and the beginnings of civilisation in the Near East
• Egypt from prehistory to the Ptolemies: geography; prehistory; writing and the state; temples, monumentality and religion; settlements and urbanism; farming and the economy; gender; death and burial
• the Greek-speaking Mediterranean world from the Middle Bronze Age to the Hellenistic period: Mediterranean connections and cultural interactions; writing, politics and the state; temples, monumentality and religion; art and representation; settlements and housing; trade and the economy; gender; death and burial
• the Roman world from the Republic to Late Antiquity: settlements and urbanism; politics, power and imperialism; religion; art and writing; money and the economy; death and burial

Alcock, S.E. and Osborne, R. (eds.) 2012. Classical Archaeology. Second edition. Oxford: Wiley-Blackwell.

Bard, K. 2008. An Introduction to the Archaeology of Ancient Egypt. Oxford: Blackwell.

Bintliff, J. 2012. The Complete Archaeology of Greece: From Hunter-Gatherers to the 20th Century A.D. Oxford: Wiley-Blackwell.

Bispham, E. 2008. Roman Europe: 1000 BC to AD 400. Oxford University Press.

Broodbank, C. 2013. The Making of the Middle Sea: A History of the Mediterranean from the Beginning to the Emergence of the Classical World. London: Thames and Hudson.

Huskinson, J. (ed.) 2000. Experiencing Rome: Culture, Identity and Power in the Roman Empire. London: Routledge.

Scarre, C. (ed.) 2013. The Human Past: World Prehistory and the Development of Human Societies. London: Thames and Hudson.

Shaw, I. (ed.) 2000. The Oxford History of Ancient Egypt. Oxford: Oxford University Press.

Whitley, J. 2001. The Archaeology of Ancient Greece. Cambridge: Cambridge University Press.

See the module handout for the full reading list.

The archaeology of Britain is a topic that intercuts almost all areas of enquiry, from human origins studies, later prehistory, Roman and Classical archaeology, and medieval archaeology.

This course will introduce you to chronologies and key concepts, such as ‘identity’, ‘power’, ‘the body’, ‘settlement’ and ‘performance’, as a means to engage with archaeology from the last 800,000 years. You will study the motivations and methods of making things, places and people. The module not only presents the theoretical principles and methods of analysis for studying archaeology, but also presents these alongside plentiful and detailed case studies.

• recognise and describe a range of archaeological evidence from the British Isles
• relate this material to major themes and concepts (e.g. settlement, identity) in the study of these geographical locations from the earliest occupants to the Medieval period
• explain the evidence with reference to modern interpretations and theories
• identify changes over time or compare the different societies that lived in the British Isles
• discuss these issues in written work with coherent and logical arguments, clearly and correctly expressed

• recognise and describe a range of archaeological evidence from the British Isles
• relate this material to major themes and concepts (e.g. settlement, identity) in the study of these geographical locations from the earliest occupants to the Medieval period
• explain the evidence with reference to modern interpretations and theories
• identify changes over time or compare the different societies that lived in the British Isles and Ireland
• discuss these issues in written work with coherent and logical arguments, clearly and correctly expressed

• assimilating and synthesising complex information and ideas
• observation and visual analysis
• critical thinking skills, such as analysing and evaluating evidence, critiquing interpretations or arguments, and challenging assumptions
• constructing and defending arguments based on evidence
• clear, accurate and effective communication of ideas and arguments in writing and in debate
• employing basic skills and conventions in the presentation and use of archaeological evidence
• bibliographic and referencing skills
• team-working and contributing to group discussions
• using IT resources effectively
• independent working and time management

The module will be assessed through a 2000-word essay (50%) and an exam consisting of one essay question and one picture question, weighted 70:30 (50%).

The essay and exam questions will require knowledge and critical deployment of evidence and an awareness of modern scholarship to answer questions and construct arguments relating to British archaeology from 800,000 years ago to the medieval period.

In the picture question that forms part of the exam, three artefacts, structures or sites will be set (10 marks each). Students will be asked to comment on all three images and assess their significance, thus deploying their knowledge of the archaeological evidence and interpretations of it. The images will be selected from the material discussed in the seminars.

• British archaeology from 800,000 years ago to the medieval period: geography; modern approaches; prehistory; writing and the state; temples, monumentality and religion; settlements and urbanism; performance and art; the creation of Britannia; farming and the economy; gender; death and burial.

Bradley, R. 2007. The Prehistory of Britain and Ireland. Cambridge: Cambridge University Press.

Carroll, J., Harrison, S. and Williams, G. 2014. The Vikings in Britain and Ireland. London: The British Museum Press.

Conneller, C. and Warren, G. 2006. Mesolithic Britain and Ireland: New Approaches. London: The History Press.

Gerrard, C. 2003. Medieval Archaeology: Understanding Traditions and Contemporary Approaches. London: Routledge.

Hunter, J. and Ralston, I.B.M. 1999. The Archaeology of Britain: An Introduction from the Upper Palaeolithic to the Industrial Revolution. London: Routledge.

Hobbs, R. and Jackson, R. 2010. Roman Britain: Life at the Edge of Empire. London: British Museum.

Salway, P. 2002. Roman Britain: A Very Short Introduction. Oxford: Oxford University Press.

Laing, L. 2006. The Archaeology of Celtic Britain and Ireland c. AD 400–1200. Cambridge: Cambridge University Press.

Jones, R. and Page, M. 2006. Medieval Villages in an English Landscape. Windgather: Macclesfield.

Parker Pearson, M. 1993. Bronze Age Britain. London: Batsford Ltd.

Pettitt, P. and White, M. 2012. The British Palaeolithic: Human Societies at the Edge of the Pleistocene World. London: Routledge.

Stringer, C. 2007. Homo Britannicus: The Incredible Story of Human Life in Britain. London: Penguin.

See the module handout for the full reading list.

The module aims to introduce students to common use of scientific evidence, process and methods employed in archaeology. A range of methods are discussed based on case studies covering subjects including human evolution; climate change; human migration and subsistence; farming and husbandry; material culture and associated technologies. The module concludes with an overview of changes to material evidence during the burial, and basic conservation practice in field archaeology. Methods of documentation and recording of evidence are summarised and practical skills of photography are developed.  The module is taught by a range of specialist staff delivering research lead teaching. A series of practical sessions highlight links between theory and practice enabling students to develop skills and make best use of our resources. The module is designed to complement HS2126 Discovering Archaeology

-         Understand basic common applications of a range of analytical techniques used in scientific archaeology

-         Recognise the advantages and limitations of scientific archaeology

-         Understand the type of information retrieved from skeletal materials, fauna, artefacts and materials using different analyses

-         Place analysis data in the context of ethical professional practice

-         Understand the basic approaches to handling, interpreting and reporting scientific data

-         Understand how to record, analyse and present data for different audiences using computer programs (e.g. Excel and PowerPoint).

• Lectures
• Practicals and group discussions 

Academic

·         An ability to source and use relevant scientific publications

·         An ability to source, synthesise and interpret scientific data

·         An understanding of the range of methods commonly employed in scientific archaeology

Subject Specific

·         Students will have an introduction to basic concepts and methods of scientific archaeology and  will gain insight into the challenges of collecting and interpreting scientific evidence of a range of types

Transferable

·         Scientific report writing

·         Acquire a basic independent learning ability

·         Implement and conform with general laboratory health safety and environment regulations

·         Develop good practice for safe operation of laboratory equipment

·         Develop subject specific solutions with links to professional practice

·         Data presentation

Summarative 1 50% Essay & Sumarative 2 50% Workshop Assessments (x5, submitted through term) 

The module will cover the following topics. Attendance at lectures and participation in all learning activities is mandatory.

A range of scientific evidence types and analyses methods used to address a range of topics:

1.    The role of scientific archaeology in archaeology using links to the history of the profession and developments in archaeological theory

2.    Becoming human: From primates to Modern humans, colonisation and the Upper Palaeolithic cultural evolution

3.    Climate change and its effects on living populations discussing evidence from marine isotopes and ice core records

4.    Human identity, movement and migration discussing evidence from skeletal remains, ancient DNA and locational isotopes case studies

5.    Subsistence and subsistence strategies discussing evidence from plant and animal remains, residues and stable isotopes

6.    Making material culture: chaine operatoire of low- and high-tech objects and pyrotechnologies discussing evidence from analyses of objects and manufacturing wastes using examples of common material’s analyses methods

7.    Preservation in the burial environment: an introduction to conservation using examples of the condition of organic, inorganic and metal objects commonly found at excavations

8.    Conservation in field archaeology: the role of conservation in field archaeology, on site conservation

9.    Basic documentation methods and photography

  This will be available from the Module tutor at the start of class

Below is a list of textbooks indicative of topics covered. Case studies are not included below but are major part of the student reading and will be provided in class.

Brickley, M. and McKinley, J.I. (eds.) 2004. Guidelines to the standards for recording human remains. IFA Paper No. 7. Southampton/Reading: BABAO and IFA. http://www.babao.org.uk/HumanremainsFINAL.pdf

Brothwell, D. and Pollard, A.M. (eds) (2001) Handbook of Archaeological Science. London: Wiley

Craddock P. T. (2009). Scientific Investigation of Copies, Fakes and Forgeries. Oxford : Butterworth-Heinemann

Cronyn M J (1990) The elements of archaeological conservation.  London: Routledge

Katzenberg, M.A. and Saunders, S.R. (eds.) 2008. Biological anthropology of the human skeleton (2nd edn.). New York: Wiley-Liss.

Kealey D and Haines P J (2002) Analytical Chemistry.  Oxford: BIOS Scientific

Nicholson, P.T. and Shaw, I. (eds.) (2000). Ancient Egyptian Materials and Technology. Cambridge: Cambridge University Press.

Nilsson Stutz, L. and Tarlow, S. (2013) The Oxford Handbook of the Archaeology of Death and Burial. Oxford: Oxford University Press

Pollard, A.M. & Heron, C. (1996) Archaeological Chemistry, The Royal Society of Chemistry

Renfrew, C. and Bahn, P. (2004) Archaeology: Theories, Methods and Practice.  London: Thames and Hudson.

Roberts, C. 2009. Human remains in archaeology. A handbook. York: Council for British Archaeology.

Stuart Barbara (2007) Analytical Techniques in Materials Conservation.  John Wiley

Watkinson, D.E. Neal, V (1998) First Aid for Finds. Rescue/UKIC Arch. Sec

Bradley, Raymond S. (1985). Quaternary paleoclimatology: methods of paleoclimatic reconstruction. Boston: Allen & Unwin.

Cook, J. (ed.) 2013. Ice Age Art: Arrival of the Modern Mind. London: The British Museum.

Cronin, Thomas N. (2010). Paleoclimates: understanding climate change past and present. New York: Columbia University Press.

Crowley, Thomas J.; North, Gerald R. (1996). Paleoclimatology. Oxford monographs on geology and geophysics 18. Oxford: Clarendon Press.

Klein, R.G. 2009. The human career: Human biological and cultural origins (3rd edition). Chicago: University of Chicago Press

Pettitt, P. 2010. The Palaeolithic Origins of Human Burial. London and New York: Routledge.

Scarre, C. (ed.) 2005. The human past: World prehistory and the development of human society. London: Thames & Hudson.

Stringer, C. and P. Andrews, 2005. The complete world of human evolution. London: Thames & Hudson. 

This module aims to introduce students to the techniques and approaches that archaeologists employ to identify and explore archaeological monuments and landscapes, and to establish archaeological chronologies. A range of lectures, practical sessions and field trips are organised to inform the students about the contemporary role of the archaeologist, surveying and recording field monuments, their exploration using techniques such as geophysical survey, aerial photography and field walking. The techniques used to excavate archaeological sites are explored and the recording and post excavation processes are examined. The final part of the course explores the methods used to construct archaeological chronologies; including typological dating, historical chronologies and scientific methods, especially radiocarbon dating.

         An understanding of archaeological practice and skill sets and to be able to apply some or all of these during the summer vacation fieldwork module

·         A broad knowledge of the ways in which archaeologists explore the archaeological landscape

·         An understanding of the ways in which archaeologists describe archaeological monuments

·         An understanding of the methods used to excavate and record archaeological excavations

·         An understanding of the approaches used to construct chronologies for the past

•       Lectures
•       Practicals
•       Field trips

Academic

·         An ability to source and use relevant publications

·         An ability to source, synthesise and interpret archaeological data

·         An understanding of the range of methods commonly employed in field archaeology

Subject Specific

·         Students will have an introduction to basic concepts and methods of archaeological field practice and  will gain insight into the challenges of constructing chronologies using artefacts, texts and scientific techniques

Transferable

·         Keeping a good written record and documenting work practices

·         Illustration techniques

·         Acquire a basic independent learning ability

·         Implement and conform with general health, safety and environment regulations

·         Develop subject specific solutions with links to professional practice

Type of assessment    % Contribution       Title                                        

Summative 1                        50%          Laboratory exercises                   

Summative 2                        50%        Report discussing monuments and                        

                                                          landscapes encountered on the field trips (1,5000 words)

The module will cover the following topics. Attendance at lectures, practicals and fieldtrips is mandatory.

1.    An introduction to the course which includes an examination of the nature of archaeological practice in Britain

2.    How archaeologists identify archaeological sites and how the information is recorded and made accessible to the public. Including a practical on archaeological drawing.

3.    A discussion of geophysical techniques for exploring buried archaeological remains; including resistivity, magnetometry and ground penetrating radar.

4.    An introduction to Geographical Information Services which enable archaeologists to locate themselves and explore and document landscape change. Including a practical demonstration of GIS mapping.

5.    A practical on fieldwalking survey that explores the recording and interpretation of artefact scatters

6.    A discussion of archaeological site formation processes and an examination of the importance of natural processes

7.    The fundamental principles of archaeological excavation. How we do it and what we want to find.

8.    How we record archaeological excavations and what we do after the excavation is over. Including a practical on stratigraphic analysis.

9.    An examination of the basic principles of archaeological dating examining the importance of typological dating and its problems. Including a practical on the chronological significance of coins.

10.The problems and opportunities provided by historical chronologies

11.Absolute dating using scientific methods. Including a practical on radiocarbon dating.

12. Health and safety on an archaeological excavation.

Below is a list of textbooks indicative of topics covered. Case studies are not included below but are major part of the student reading and will be provided in class.
Allen, J.L. and St John Holt, A., 1986 Health and Safety in Field Archaeology.  London: Standing Conference of Archaeological Unit Managers.
Barker, P. 1998 Techniques of Archaeological Excavation. 3rd edition. London: Batsford.
Bowden, M 1999 Unravelling the landscape: An inquisitive approach to archaeology. Stroud: Tempus.
Bowman, S. 1990 Radiocarbon Dating. London: British Museum.
Burrough, P.A. and McDonnell, R.A.. 1998 Principles of Geographical Information Systems. Oxford: Oxford University Press.
Carver, M.  2009 Archaeological Investigation. London: Routledge.
Clark, A. 1990, 1996, 2003 Seeing Beneath the Soil: Prospecting Methods in Archaeology. London: Batsford.
Conolly, J. and Lake, M. 2006 Geographical Information Systems in archaeology. Cambridge: Cambridge University Press.
Gater, J. and Gaffney, C. 2003 Revealing the Buried Past: geophysics for archaeologists. Stroud: Tempus.
Greene, K. 1995 Archaeology: an Introduction. London: Batsford.
Hodder, I. 1999 The Archaeological Process: an Introduction. Oxford: Blackwell
Hunter, J and Ralston 1993 Archaeological resource management in the UK: an introduction. Stroud: Alan Sutton.
Oliver, A. 1989 Safety in Archaeological Fieldwork. York: Council for British Archaeology.
Renfrew, C. and Bahn, P. 1996 Archaeology: Theories, methods and practice. London: Thames and Hudson.
Roskams, S. 2001 Excavation. Cambridge: Cambridge University Press.
Schiffer, M. B. 1987 Formation Processes of the Archaeological Record. Albuquerque: University of New Mexico Press.
Scollar, L. (ed.) 1990 Remote Sensing in Archaeology. Cambridge: Cambridge University Press.
Wheatley, M. and Gillings, M. 2002 Spatial technology and archaeology: The archaeological applications of GIS. London: Taylor and Francis.
Wilson, D. 1982 Air Photo Interpretation for Archaeologists. London: Batsford.

This module introduces students to the essential skills that every ancient historian needs: finding evidence, evaluating it, using it to construct arguments, and presenting their ideas effectively. You will learn about the different types of evidence that are available to ancient historians, such as literary texts, archaeological evidence, images, inscriptions and other documents, and how to evaluate them. You will also examine the different ways in which ancient history is presented and consumed today, in scholarship, on the web, in museums, and in the media and popular culture. You will practise the skills needed for successful academic writing and learn to use the standard conventions of the discipline. By the end of the module, you will be able to do ancient history, rather than just reading about it.

• recognise and evaluate a range of types of evidence available to ancient historians, including literary texts, inscriptions, coins, papyri, archaeological material and visual evidence.
• recognise and evaluate different ways in which ancient history is presented today, such as scholarship, websites, museums and popular culture.
• understand and use standard referencing and bibliographic conventions in ancient history, by locating passages in ancient texts, looking up examples of material evidence, and correctly formatting a bibliography.
• construct an effective essay plan and summarise the arguments of others concisely and accurately.
• discuss these issues in written work with coherent and logical arguments, clearly and correctly expressed.

20 lectures and 4 seminars; online resources; library skills class; independent study; 2 coursework feedback tutorials

The lectures will provide an introduction to a particular topic, establishing the key points of major course themes, identifying important issues, and providing guidance for more in-depth reading. They aim to provide a basic framework for understanding, and should be thought of as a useful starting-point for further discussion and independent learning. Where appropriate, slides will be used to illustrate the material discussed and preparatory reading may be set.

In the seminars, students will practise key historical skills such as source criticism, constructing arguments, and critiquing the presentation of the ancient world in scholarship and the media, and will get feedback on their ideas from the tutor and their peers. Material for study will be circulated prior to the seminars, including Powerpoint presentations or short films in Learning Central explaining basic skills such as locating sources, structuring an essay, referencing and bibliographic conventions.

Independent learning enables students to familiarise themselves with the main types of evidence for Ancient History and to practise key study skills. As well as the online resources, a reading list is provided, with guidance on key items of reading for the major themes and topics of the module.

Coursework feedback tutorials provide students with an opportunity to get feedback and guidance on all aspects of their written work.

• knowledge and understanding of the variety of sources from the ancient world and their survival
• awareness of the different ways in which ancient history is presented today, e.g. in scholarship, in popular culture and in the media
• observational skills, looking critically at texts and artefacts and describing them accurately
• assimilating and synthesising complex information and ideas
• skills in source criticism
• critical thinking skills, such as analysing and evaluating evidence, critiquing interpretations or arguments, and challenging assumptions
• ability to construct arguments through finding, selecting and critically examining a variety of different forms of relevant evidence
• locating evidence in the library, in museum collections and on the internet
• employing basic skills and conventions in the presentation and use of literary and material evidence, such as bibliographic and referencing skills
• clear, accurate and effective communication of ideas and arguments in writing and in debate
• team-working and contributing to group discussions
• using IT resources as appropriate
• independent working and time management

The module will be assessed by three items of coursework: two 750-word source criticisms (25% each) and a portfolio of short exercises (50%).

For the source criticisms, students will be provided with a choice of evidence relating to the ancient world, and they will be required to explain how their chosen source contributes to our understanding of the relevant period or topic. Each student will be required to write on two different types of source (e.g. a literary text, an archaeological or visual source, an inscription, a coin or a papyrus).

The skills portfolio will consist of several short on-line exercises assessing a range of study skills, such as looking up references to texts or archaeological evidence, planning an essay, formatting a bibliography correctly, evaluating a website and summarising an argument.

The opportunity for reassessment in this module

Students who fail the module will normally be expected to resit the failed component(s) in the summer resit period.

• how ancient history is presented today: scholarship, popular culture, museums and websites
• evidence for ancient history: what survives, and why? (and what doesn’t survive?)
• writing and literacy in the ancient world
• written evidence: e.g. histories, biographies, speeches, letters, drama, poetry, laws, philosophy and technical texts
• material evidence: e.g. buildings, landscapes, burials and visual evidence
• inscriptions, coins, papyri and other documents
• essay-writing skills: planning and structuring essays, summarising the arguments of others, and bibliographic and referencing conventions

S. Alcock and R. Osborne (eds.), Classical Archaeology (second edition, 2012)

R. Bagnall, Reading Papyri, Writing Ancient History (1995)

W.R. Biers, Art, Artefacts and Chronology in Classical Archaeology (1992)

E. Bispham, T. Harrison and B.A. Sparkes (eds.), The Edinburgh Companion to Ancient Greece and Rome (2006)

J. Bodel, Epigraphic Evidence: Ancient History from Inscriptions (2001)

M. Crawford, Sources for Ancient History (1983)

J. Hall, Artifact and Artifice: Classical Archaeology and the Ancient Historian (2014)

C.W. Hedrick, Ancient History: Monuments and Documents (2006)

S. Hornblower and A. Spawforth (eds.), The Oxford Classical Dictionary (fourth edition, 2012)

C. Howgego, Ancient History from Coins (1995)

N. Morley, Writing Ancient History (1999)

N. Morley, Theories, Models and Concepts in Ancient History (2004)

D.M. Schaps, Handbook of Classical Research (2010)

G. Shipley, J. Vanderspoel, D. Mattingly and L. Foxhall (eds.), The Cambridge Dictionary of Classical Civilization (2006)

See the module handout for the full reading list.

The literature, buildings and artefacts that form our evidence for the ancient world have survived for a variety of reasons, and their significance to us and to our understanding of the ancient world has shifted as our approaches to studying the past have changed. In this module, you will be introduced to some of the most important and intriguing examples of evidence from the ancient world, and learn about how and why they have survived, their history since antiquity, the debates that have surrounded them, and the different ways in which modern scholars have used them to understand the ancient world. The lectures will discuss a wide variety of significant works of literature, archaeological sites, and other artefacts, such as Thucydides’ History, the Rosetta Stone, or Trajan’s Column. You will then choose your own piece of evidence and work in a group to design and complete a project that explains its history and significance to a wider audience through oral presentations and a final presentation in a format of your choosing.

• explain how evidence has survived from antiquity.
• demonstrate a knowledge of key sources of evidence for ancient history.
• research a selected piece or collection of evidence from the ancient world and evaluate its significance for ancient history.
• demonstrate an informed awareness of different perspectives and approaches to the ancient world.
• understand the differences between primary evidence and modern scholarship, and how they can be used together to understand the ancient world.
• demonstrate an informed awareness of the reception of the ancient world in later periods.
• select and design effective methods of communicating information, discussions and conclusions in a variety of formats, in an appropriate manner for the intended audience.
• communicate clearly and correctly in both written and oral presentations.
• work effectively as a member of a team to bring a project to completion.

20 lectures and 6 project supervision meetings; online resources; independent and group work; 1 coursework feedback tutorial

The introductory lecture will outline the nature of the module and the project work. In the remaining lectures, individual members of staff will select an item or collection of evidence and discuss its importance, survival, significance as evidence for the ancient world, academic debates surrounding it, and its reception since antiquity. The items will be chosen to illustrate a variety of types of evidence and important themes for ancient history. The lectures will also provide examples of the sorts of approaches that can be employed by the students in their assessed work. Where appropriate, slides will be used to illustrate the material discussed. Preparatory reading will be set for each lecture.

Students will sign up on Learning Central for a project group of up to 5 students to work on a topic chosen from an approved list. The project supervisor will supply a basic bibliography on the topic and some questions and issues to be discussed. Project groups will meet with their supervisor 3 times per semester, with work set in advance for each meeting. In semester 1, each supervisor will meet all their project groups once together, once individually, and once for assessed oral presentations. In semester 2, each supervisor will meet their project groups once together and twice individually. The small group teaching will be supported by Powerpoint presentations or short films in Learning Central explaining basic skills such as oral presentations and making brochures.

Students will work independently and in their project groups to research and discuss their topic, prepare for the oral presentation, and produce the brochure and project work. Group work will enable them to get feedback on their ideas from their peers and develop their team-working skills.

Coursework feedback tutorials provide students with an opportunity to get feedback and guidance on all aspects of their work.

• knowledge and understanding of the variety of sources from the ancient world and their survival
• awareness of different interpretations of the evidence in modern scholarship and its reception since antiquity
• observational skills, looking critically at texts and artefacts and describing them accurately
• employing basic skills and conventions in the presentation and use of literary and material evidence, such as bibliographic and referencing skills
• research skills, such as locating relevant information in the library and on the internet, and presenting the results effectively in various formats
• enterprise skills, such as creativity, problem-solving, initiative and independent thinking
• assimilating and synthesising complex information and ideas
• critical thinking skills, such as analysing and evaluating evidence, critiquing interpretations or arguments, and challenging assumptions
• clear, accurate and effective oral and written communication of ideas and arguments, targeted appropriately for different audiences
• independent and collaborative work on a defined project
• team-working and contributing to group discussions
• using IT resources and publishing programs as appropriate, especially in the design of the brochure and project and in the visual aids for the oral presentation
• organisational and time management skills as individuals and as members of a group

The module will be assessed by a 10-minute group presentation (20%), online tests (20%), and a group project (60%), on a topic chosen from an approved list, with questions and issues to be considered. The format of the project is up to the group, but it should not be an essay: blogs, web pages, videos and other forms of publication are encouraged.

The oral presentation will be written and delivered by the study groups. Students will demonstrate their skills in public speaking, team-working, designing visual aids and communicating appropriately for the audience, as well as their knowledge and understanding of their chosen topic.

The group project will enable students to demonstrate their knowledge and understanding of the topic and of the relevant primary evidence and modern scholarship; their ability to use evidence critically, evaluate different modern views and construct an argument; their skills in writing and using bibliographic and referencing conventions; their team-working skills; and their ability to select and design an effective method of communication for the intended audience.

The opportunity for reassessment in this module

Students who fail the module will normally be expected to take a synoptic assessment (normally a report of up to 4000 words, worth 100%) in the summer resit period.

Topics to be covered in the lectures or set as projects will vary from year to year. They may include literary texts (e.g. Thucydides’ History, a speech by Demosthenes, a comedy by Plautus, or a selection of Pliny’s letters); inscriptions (e.g. the Athenian Tribute Lists, the Rosetta Stone, or the Fasti) or documents in other media (e.g. the Cyrus Cylinder, the Constitution of the Athenians, or the Tabula Peutingeriana); artefacts and works of art (e.g. the Eurymedon Vase, the Parthenon sculptures, or the Warren Cup); buildings (e.g. the House of the Faun, Hadrian’s Wall, or Hagia Sophia); and examples of the reception of the ancient world (e.g. a neoclassical building, a film or a novel about the ancient world).

http://libguides.usc.edu/writingguide/groupprojects

S. Alcock and R. Osborne (eds.), Classical Archaeology (second edition, 2012)

R. Bagnall, Reading Papyri, Writing Ancient History (1995)

W.R. Biers, Art, Artefacts and Chronology in Classical Archaeology (1992)

J. Bodel, Epigraphic Evidence: Ancient History from Inscriptions (2001)

M. Crawford, Sources for Ancient History (1983)

J. Hall, Artifact and Artifice: Classical Archaeology and The Ancient Historian (2014)

C. Hedrick, Ancient History, Monuments and Documents (2006)

N. MacGregor, A History of the World in 100 Objects (2012)

L. Meskell, Object Worlds in Ancient Egypt: Material Biographies Past and Present (2005)

N. Morley, Writing Ancient History (1999)

N. Morley, Theories, Models and Concepts in Ancient History (2004)

T. Potts and M. Roaf (eds.), Culture Through Objects: Ancient Near Eastern Studies in Honour of P.R.S. Moorey (2003)

B. Routledge, Archaeology and State Theory: Subjects and Objects of Power (2015)

Reading for each topic will be supplied by the lecturers and project supervisors.

This module is an introduction to the history of the ancient Near Eastern, Greek, and Roman worlds in the period c. 1000 BCE to 323 BCE. Students will explore and examine different sources available to historians, such as poetry, histories, inscriptions, and archaeological and visual evidence, and consider how we can use them to study political, economic, cultural, social and religious history. Topics covered will include the cultural dominance of Egypt in the Bronze Age, the superpowers of Assyria, Babylon and Persia, the emergence of city-states in Greece, and the rise to power of tyrants and the evolution of democracy in Athens. The course will explore the early civilizations of Italy, the rise of Rome and the ascendancy of Macedon and the spread of Hellenic culture into the Near East under Alexander. The module also focuses on the lives of men and women, warfare and the military, the role of religion in daily and civic life, artistic, intellectual, and scientific developments, and, importantly, the cultural and political interactions of these ancient civilizations. 

• demonstrate a knowledge of the history and culture of the ancient Mediterranean and the Near East, c. 1000-323 BCE.
• demonstrate a knowledge of a range of sources for the history of the period, including histories, poetry, speeches, letters, and visual and archaeological evidence.
• analyse these sources and evaluate their reliability and significance.
• demonstrate a knowledge of modern interpretations of the period, and an ability to develop their own ideas.
• discuss these issues in written work and in classroom discussion with coherent and logical arguments, clearly and correctly expressed.
• work in a group to discuss these issues in an oral presentation, with appropriate visual aids.

20 1-hour teaching sessions (2 weekly meetings); 2 seminars and one group presentation seminar; independent study; coursework feedback tutorial.

The lectures provide an introduction to a particular topic, establishing the key points of major course themes, identifying important issues, and providing guidance for more in-depth reading. They aim to provide a basic framework for understanding, and should be thought of as a useful starting-point for further discussion and independent study. PowerPoint will be used to illustrate the material discussed.

The seminars enable students to analyse and discuss key issues, topics and sources, and to get feedback on their ideas from the tutor and their peers. Details of material for study and suggestions for preparatory reading will be circulated prior to the seminars.

Independent study enables students to familiarise themselves with the primary source material and the most important modern approaches and debates on the subject. A reading list is provided, with guidance on key items of reading for the major themes of the module.

The coursework feedback tutorial provides students with an opportunity to get feedback and guidance on all aspects of their written work. 

• analysis of different forms of historical evidence, including literary texts, inscriptions, and material evidence
• observation and visual analysis
• assimilating and synthesising complex information and ideas
• critical thinking skills, including evaluating evidence, assessing arguments, and challenging assumptions
• constructing and defending arguments based on evidence
• clear, accurate and effective communication of ideas and arguments in writing and in debate
• employing basic skills and conventions in the presentation and use of literary and material evidence
• team-working and contributing to group discussions
• using IT resources effectively
• independent working and time management
• bibliographic and referencing skills

The module will be assessed through a 1500-word essay (40%), a group presentation (20%), and a one hour examination (40%).

The essay and exam questions will require knowledge and critical deployment of evidence and an awareness of modern scholarship to answer questions and construct arguments relating to the period studied.

The oral presentation will be written and delivered by small groups within the seminar groups. Students will demonstrate their skills in public speaking, team-working and designing visual aids, as well as their knowledge and understanding of the period and of key sources of evidence. 

The opportunity for re-assessment in this module

Students who fail the module will normally be expected to resit the failed component(s) in the summer resit period.  The resit essay will be based on a different topic than the one submitted previously.

In lieu of a group presentation resit candidates will be required to submit presentation notes.

A typical semester might include

Week 1

Module Introduction: the world of Antiquity

Bronze Age Superpower: Egypt

Week 2

Assyria and Babylon

Kings and Gods

Week 3

Near Eastern Culture: life and thought

The Persian Empire

Week 4

The Early Iron Age in Greece – the ‘Homeric Age’

Greece and the East: Orientalization

Week 5

From Basileus to Polis: the Archaic Greek World

Hoplites and Citizens

Week 6

Greek Colonization

Early Italy: Etruscans and Others

Week 7

Rome: Origins, Myths, Realities

Rome: Rex to Res Publica

Week 8

Collisions: Athens, Cleisthenes and Democracy

The Persian Wars

Week 9

Sparta and the Peloponnesian War

Culture, life and thought in the Classical polis

Week 10

Greece and Macedon: Philip II

Alexander the Great 

Course Books (available as Ebooks in the Main Library):

R.W. Mathisen, Ancient Mediterranean Civilizations. From Prehistory to 640 CE. New York: OUP

R.W. Mathisen, Sources in Ancient Mediterranean Civilizations. From Prehistory to 640 CE. New York: OUP

J. Aruz,, S. Graff and Y. Rakic, Assyria to Iberia: at the dawn of the classical age (2014)

R. Osborne, Greece in the Making (second edition, 2009)

S. Sherratt and J. Bennet, Archaeology and the Homeric Epic (2015)

A. Kuhrt, The Ancient Near East, 2 vols (1996)

R. Alston, Aspects of Roman History (1998)

T. Cornell, The Beginnings of Rome (1995)

J.M. Hall, A History of the Archaic Greek World, ca. 1200–479 BC (2007)

J.E. Curtis and J.E. Reade (eds.), Art and Empire. Treasures from Assyria in the British Museum (1995)

J.S. Spawforth, The court and court society in ancient monarchies. (2007)

M. Stol, Women in the ancient near east. (2016)

G. Barker, The Etruscans (2015)

P.J. Rhodes, A History of the Classical Greek World, ca. 478–323 BC (2005)

S. Hornblower, The Greek World, 479–323 BC (fourth edition, 2011)

L. Llewellyn-Jones, King and Court in Ancient Persia, 559-331 BCE (2013)

S. Haynes, Etruscan Civilization: A Cultural History (2005)

R.M. Errington, A History of the Hellenistic World, ca. 323–30 BC (2008)

G. Shipley, The Greek World after Alexander, 323–30 BC (2000)

H. Flower (ed.), The Cambridge Companion to the Roman Republic (2004)

W. Burkert, Babylon, Memphis, Persepolis: Eastern contexts of Greek culture (2004)

N.R.E. Fisher, Slavery in Classical Greece (1993)

J. Mikalson, Ancient Greek Religion (2004)

P. Jones and K. Sidwell, The World of Rome: An Introduction to Roman Culture (1997)

F.N. Bohrer, Orientalism and Visual Culture. Imagining Mesopotamia in Nineteenth Century Europe (2003)

S. Dalley (ed.), The Legacy of Mesopotamia (1998).

P. Fibiger and W. Scheidfel (eds.), The Oxford Handbook of the State in the Ancient Near East and the Mediterranean (2013)

M. Liverani, The Ancient Near East. History, Society and Economy (2014)

K. Radner ands E. Robson (eds.), The Oxford Handbook of Cuneiform Culture (2011)

H.W.F. Saggs, The Might that was Assyria (1984)

See the module handout for the full reading list.

This module is an introduction to the history of the Mediterranean and Near Eastern worlds in the period 323 BCE to 680 CE. It focuses primarily on the Roman empire from its emergence as a major power to its transformation into the ‘Byzantine’ empire, but also covers the Hellenistic Kingdoms, the Persian empire, and the rise of the Arab empire with the birth of Islam in the seventh century CE. Topics covered will include the Successor Kingdoms which emerged in the aftermath of the death of Alexander the Great, the Hellenistic World, the rise and fall of the Roman Republic, Rome’s conflict with Carthage, the emergence and nature of imperial rule in Rome, culture in the Roman imperial period, the transformation of the Roman empire in late antiquity, the rise and fall of Sasanian Persia, the birth of Islam and the expansion of Arab power, and the survival of Rome as the ‘Byzantine’ empire. These topics will be explored and examined through the range of surviving sources available to historians, such as histories, biographies, letters, inscriptions, and archaeological and visual evidence.

• demonstrate a knowledge of the history and culture of the ancient Mediterranean and the Near East in the period 323BCE-680CE.
• demonstrate a knowledge of a range of sources for the history of the period, including histories, poetry, speeches, letters, and visual and archaeological evidence.
• analyse these sources and evaluate their reliability and significance.
• demonstrate an awareness of modern interpretations of the history of the period, and an ability to develop their own ideas.
• discuss these issues in written work and in classroom discussion with coherent and logical arguments, clearly and correctly expressed.
• work in a group to discuss these issues in an oral presentation, with appropriate visual aids.

20 1-hour teaching sessions (2 weekly meetings); 2 seminars and one group presentation seminar; independent study; coursework feedback tutorial.

The lectures provide an introduction to a particular topic, establishing the key points of major course themes, identifying important issues, and providing guidance for more in-depth reading. They aim to provide a basic framework for understanding, and should be thought of as a useful starting-point for further discussion and independent study. PowerPoint will be used to illustrate the material discussed.

The seminars enable students to analyse and discuss key issues, topics and sources, and to get feedback on their ideas from the tutor and their peers. Details of material for study and suggestions for preparatory reading will be circulated prior to the seminars.

Independent study enables students to familiarise themselves with the primary source material and the most important modern approaches and debates on the subject. A reading list is provided, with guidance on key items of reading for the major themes of the module.

The coursework feedback tutorial provides students with an opportunity to get feedback and guidance on all aspects of their written work. 

• analysis of different forms of historical evidence, including literary texts, inscriptions, and material evidence
• observation and visual analysis
• assimilating and synthesising complex information and ideas
• critical thinking skills, including evaluating evidence, assessing arguments, and challenging assumptions
• constructing and defending arguments based on evidence
• clear, accurate and effective communication of ideas and arguments in writing and in debate
• employing basic skills and conventions in the presentation and use of literary and material evidence
• team-working and contributing to group discussions
• using IT resources effectively
• independent working and time management
• bibliographic and referencing skills

The module will be assessed through a 1500-word essay (40%), a group presentation (20%), and a one hour examination (40%).

The essay and exam questions will require knowledge and critical deployment of evidence and an awareness of modern scholarship to answer questions and construct arguments relating to the period studied.

The oral presentation will be written and delivered by small groups within the seminar groups. Students will demonstrate their skills in public speaking, team-working and designing visual aids, as well as their knowledge and understanding of the period and of key sources of evidence.    

The opportunity for reassessment in this module

Students who fail the module will normally be expected to resit the failed component(s) in the summer resit period.  The resit essay will be based on a different topic than the one submitted previously.

In lieu of a group presentation resit candidates will be required to submit presentation notes

A typical semester might include

Week 1

Introduction; the Successor Kingdoms

Greeks East and West

Week 2

The High Hellenistic period

Culture, life and thought in Alexandria

Week 3

Roman Republic

Punic Wars

Week 4

Crisis of the Republic

The Fall of the Republic; the Rise of Caesar

Week 5

Augustus

One Man Rule: Good and Bad Emperors

Week 6

Running the Roman World

Entertainments and Festivals

Week 7

Roman culture, life and thought

The Second Sophistic

Week 8

High Roman Empire

Sasanian Empire

Week 9

Crisis of the Third Century

Diocletian to Constantine and the Rise of Christianity

Week 10

From the Roman Empire to the Byzantine World

Byzantium and the Rise of Islam: the End of Antiquity?

Course Books (available as Ebooks in the Main Library):

R.W. Mathisen, Ancient Mediterranean Civilizations. From Prehistory to 640 CE. New York: OUP

R.W. Mathisen, Sources in Ancient Mediterranean Civilizations. From Prehistory to 640 CE. New York: OUP

R.M. Errington, A History of the Hellenistic World, ca. 323–30 BC (2008)
G. Shipley, The Greek World after Alexander, 323–30 BC (2000)

H. Flower (ed.), The Cambridge Companion to the Roman Republic (2004)

K. Bringmann, A History of the Roman Republic (2007)

H. Flower (ed.), The Cambridge Companion to the Roman Republic (2004)

P. Jones and K. Sidwell, The World of Rome: An Introduction to Roman Culture (1997)

D. Shotter, The Fall of the Roman Republic (2nd edition, 2005)

W. Eck, The Age of Augustus (2003)

H. Swain and M. Everson Davies, Aspects of Roman History 82 BC–AD 14 (2010)

R. Alston, Aspects of Roman History (1998)

A. Cameron The Later Roman Empire (1993)

P. Brown, The World of Late Antiquity, AD 150–750 (1971)

A. Cameron, The Mediterranean World in Late Antiquity (1993)

See the module handout for the full reading list.

This module is an intensive introduction to the Latin language, intended for complete beginners. It introduces students to the grammar and vocabulary of Latin. Although the focus is on Classical Latin (the language used by writers such as Plautus, Cicero and Caesar), this provides the basis for the study of medieval Latin. Students will learn to read and translate simple Latin sentences, with the ultimate aim of reading ancient works in the original language. The module provides the basis for further study of Latin in HS3122 Reading Latin 2.

• read and translate short Latin sentences without the aid of dictionaries.
• describe (parse) simple grammatical forms.
• describe the fundamental constructions of Latin syntax.
• understand the basic working of the Latin language and how it compares to English.
• develop an intuitive understanding of the meaning of Latin passages within a context.
• read and translate fluently suitably adapted passages of original Latin prose with the aid of dictionaries.

30 classes; independent study.

Classes typically include reading of new text, discussion of grammatical features, exercises and correction of homework.

Independent study enables students to consolidate their learning. Homework exercises are set each week and discussed in class as necessary. The learning of a language is a skill that can only be developed if practiced methodically, like playing a musical instrument. Students are therefore expected to complete the homework regularly, and discussion of this work forms a part of the learning experience.

• analysing written evidence in a first or second language
• comparing structures of different languages and mindsets of different cultures
• using dictionaries and grammar handbooks effectively
• writing correct and enjoyable English with an awareness of the richness of its grammar and vocabulary
• working independently managing own time effectively

The module will be assessed through two class tests (25% each) and an exam (50%). There will also be a formative class test early in the semester.

The class tests will consist of a number of short Latin sentences to be translated, as well as parsing, exercises of manipulation of the language (e.g. transform from singular into plural or from one tense to another, etc.), plus some translation from English into Latin. The use of dictionaries is not allowed in class tests, so students must be aware that they have to learn the prescribed vocabulary beforehand. The building of a working vocabulary in any language requires time and will necessarily have to be spread over the course.

The exam will consist of an unseen passage of continuous Latin prose (typically 110–120 words) to be translated with the help of a dictionary.

The opportunity for reassessment in this module

Students who fail the module will normally be expected to take a resit exam (1.5 hours) in the summer resit period.

The syllabus will cover sections 1–2 of the textbook, namely:

• pronunciation
• inflection and use of cases
• nouns of the five declensions and adjectives
• regular active and deponent verbs of the four conjugations: present, future and perfect indicative; present imperative; present infinitive
• some irregular verbs
• prepositions and particles
• possessive pronouns and adjectives
• numbers

All students should have their own copy of the textbook:

P. Jones and K. Sidwell, Reading Latin (1986)

Vol. 1: Text

Vol. 2: Grammar, vocabulary and exercises

The Pocket Oxford Latin Dictionary (or any other equivalent dictionary)

N. Goldman, English Grammar for Students of Latin (2004)

Relevant material is also accessible via Learning Central. In addition, further material (mostly synoptic tables useful for revision) is distributed in the classes and should be kept since it offers in a schematic way topics presented rather discursively in the textbook

This is an intensive module that enables students to develop their knowledge of Latin, building on the work done in HS3121 Reading Latin 1 or an equivalent beginners’ course. It introduces students to more advanced Latin vocabulary, grammar and syntax, with the aim of enabling them to read ancient works in the original language. The module provides the basis for more advanced study of Latin texts in HS3343/4 Latin Historical Texts.

• read and translate relatively complex Latin sentences without the aid of dictionaries.
• describe (parse) complex and irregular grammatical forms.
• describe many constructions of Latin syntax.
• understand in some depth the working of the Latin language and how it compares to English.
• improve his/her intuitive understanding of the meaning of Latin passages within a context.
• read and translate fluently unadapted passages of original Latin prose with the aid of dictionaries.

30 classes; independent study

Classes typically include reading of new text, discussion of grammatical features, exercises and correction of homework.

Independent study enables students to consolidate their learning. Homework exercises are set each week and discussed in class as necessary. The learning of a language is a skill that can only be developed if practiced methodically, like playing a musical instrument. Students are therefore expected to complete the homework regularly, and discussion of this work forms a part of the learning experience.

• analysing written evidence in a first or second language
• comparing structures of different languages and mindsets of different cultures
• using dictionaries and grammar handbooks effectively
• writing correct and enjoyable English with an awareness of the richness of its grammar and vocabulary
• working independently managing own time effectively

The module will be assessed through two class tests (25% each) and an exam (50%). There will also be a formative class test early in the semester.

The class tests will consist of a number of short Latin sentences to be translated, as well as parsing, exercises of manipulation of the language (e.g. transform from singular into plural or from one tense to another, etc.), plus some translation from English into Latin. The use of dictionaries is not allowed in class tests, so students must be aware that they have to learn the prescribed vocabulary beforehand. The building of a working vocabulary in any language requires time and will necessarily have to be spread over the course.

The exam will consist of an unseen passage of continuous Latin prose (typically a passage of around 120 words from Cicero) to be translated with the help of a dictionary.

Students who fail the module will normally be expected to take a resit exam (1.5 hours) in the summer resit period.

The syllabus will cover sections 3–4 of the textbook, namely:

• special use of cases
• comparative and superlative adjectives and adverbs
• regular active, passive and deponent verbs of the four conjugations: imperfect and pluperfect indicative; present, future and perfect participle; perfect and future infinitive; subjunctive
• more irregular verbs
• more prepositions and particles
• indefinite and relative pronouns and adjectives
• ablative absolute; accusative + infinitive; cum + subjunctive; indirect commands

All students should have their own copy of the textbook:

P. Jones and K. Sidwell, Reading Latin (1986)

Vol. 1: Text

Vol. 2: Grammar, vocabulary and exercises

The Pocket Oxford Latin Dictionary (or any other equivalent dictionary)

N. Goldman, English Grammar for Students of Latin (2004)

Relevant material is also accessible via Learning Central. In addition, further material (mostly synoptic tables useful for revision) is distributed in the classes and should be kept since it offers in a schematic way topics presented rather discursively in the textbook.

This module is an intensive introduction to the ancient Greek language, intended for complete beginners. It introduces students to the script, grammar and vocabulary of Classical Greek. Although the focus is on Attic Greek (the language used by writers such as Thucydides, Plato and Aristophanes), this provides the basis for the study of other dialects (e.g. the Ionic of Herodotus) or Greek of different periods (e.g. Homeric, Hellenistic or Byzantine Greek). Students will learn to read and translate simple Greek sentences, with the ultimate aim of reading ancient works in the original language. The module provides the basis for further study of Greek in HS3124 Reading Greek 2.

• read and translate short Greek sentences without the aid of dictionaries.
• describe (parse) simple grammatical forms.
• describe the fundamental constructions of Greek syntax.
• understand the basic working of the Greek language and how it compares to English.
• develop an intuitive understanding of the meaning of Greek passages within a context.
• read and translate fluently suitably adapted passages of original Greek prose with the aid of dictionaries.

30 classes; independent study

Classes typically include reading of new text, discussion of grammatical features, exercises and correction of homework.

Independent study enables students to consolidate their learning. Homework exercises are set each week and discussed in class as necessary. The learning of a language is a skill that can only be developed if practised methodically, like playing a musical instrument. Students are therefore expected to complete the homework regularly, and discussion of this work forms a part of the learning experience.

• analysing written evidence in a first or second language
• comparing structures of different languages and mindsets of different cultures
• using dictionaries and grammar handbooks effectively
• writing correct and enjoyable English with an awareness of the richness of its grammar and vocabulary
• working independently and managing own time effectively

The module will be assessed through two class tests (25% each) and an exam (50%). There will also be a formative class test early in the semester.

The class tests will consist of a number of short Greek sentences to be translated, as well as parsing, exercises of manipulation of the language (e.g. transform from singular into plural or from one tense to another, etc.), plus some translation from English into Greek. The use of dictionaries is not allowed in class tests, so students must be aware that they have to learn the prescribed vocabulary beforehand. The building of a working vocabulary in any language requires time and will necessarily have to be spread over the course.

The exam will consist of an unseen passage of continuous Greek prose (typically 110–120 words) to be translated with the help of a dictionary.

Students who fail the module will normally be expected to take a resit exam (1.5 hours) in the summer resit period.

The syllabus will cover sections 1–4 of the textbook, namely:

• alphabet and pronunciation
• inflection and use of cases
• nouns and adjectives of the three declensions
• regular and contract verbs, active and middle: present indicative; present imperative; present participles
• some irregular verbs
• prepositions and particles

All students should have their own copy of the textbook:

JACT (Joint Association of Classical Teachers), Reading Greek, Cambridge University Press (second edition, 2007)

Vol. 1: Text and vocabulary

Vol. 2: Grammar and exercises

J. Morwood and J. Taylor (eds.), Pocket Oxford Classical Greek Dictionary (2002) (or any other equivalent dictionary)

J. Morwood, Oxford Grammar of Classical Greek (2001)

Relevant material is also accessible via Learning Central. In addition, further material (mostly synoptic tables useful for revision) is distributed in the classes and should be kept since it offers in a schematic way topics presented rather discursively in the textbook

This is an intensive module that enables students to develop their knowledge of ancient Greek, building on the work done in HS3123 Reading Greek 1 or an equivalent beginners’ course. It introduces students to more advanced Classical Greek vocabulary, grammar and syntax, with the aim of enabling them to read ancient works in the original language. The module provides the basis for more advanced study of Greek texts in HS3345/6 Greek Historical Texts.

• read and translate relatively complex Greek sentences without the aid of dictionaries.
• describe (parse) complex and irregular grammatical forms.
• describe many constructions of Greek syntax.
• understand in some depth the working of the Greek language and how it compares to English.
• improve their intuitive understanding of the meaning of Greek passages within a context.
• read and translate fluently unadapted passages of original Greek prose with the aid of dictionaries.

30 classes; independent study

Classes typically include reading of new text, discussion of grammatical features, exercises and correction of homework.

Independent study enables students to consolidate their learning. Homework exercises are set each week and discussed in class as necessary. The learning of a language is a skill that can only be developed if practiced methodically, like playing a musical instrument. Students are therefore expected to complete the homework regularly, and discussion of this work forms a part of the learning experience.

• analysing written evidence in a first or second language
• comparing structures of different languages and mindsets of different cultures
• using dictionaries and grammar handbooks effectively
• writing correct and enjoyable English with an awareness of the richness of its grammar and vocabulary
• working independently managing own time effectively

The module will be assessed through two class tests (25% each) and an exam (50%). There will also be a formative class test early in the semester.

The class tests will consist of a number of short Greek sentences to be translated, as well as parsing, exercises of manipulation of the language (e.g. transform from singular into plural or from one tense to another, etc.), plus some translation from English into Greek. The use of dictionaries is not allowed in class tests, so students must be aware that they have to learn the prescribed vocabulary beforehand. The building of a working vocabulary in any language requires time and will necessarily have to be spread over the course.

The exam will consist of an unseen passage of continuous Greek prose (typically a passage of around 120 words from Plato or Xenophon) to be translated with the help of a dictionary.

Students who fail the module will normally be expected to take a resit exam (1.5 hours) in the summer resit period.

The syllabus will cover sections 5–8 of the textbook, namely:

• special use of cases
• irregular nouns and adjectives of the three declensions
• comparative and superlative adjectives
• regular and contract verbs, active and middle: future, imperfect and aorist indicative; aorist participles; present optative
• more irregular verbs
• infinitive constructions
• personal, demonstrative, indefinite and interrogative pronouns
• more prepositions and particles

All students should have their own copy of the textbook:

JACT (Joint Association of Classical Teachers), Reading Greek, Cambridge University Press (second edition, 2007)

Vol. 1: Text and vocabulary

Vol. 2: Grammar and exercises.

J. Morwood and J. Taylor (eds.), Pocket Oxford Classical Greek Dictionary (2002) (or any other equivalent dictionary)

J. Morwood, Oxford Grammar of Classical Greek (2001)

Relevant material is also accessible via Learning Central. In addition, further material (mostly synoptic tables useful for revision) is distributed in the classes and should be kept since it offers in a schematic way topics presented rather discursively in the textbook.

This module takes up the study of the origin of religious ideas and practices that are significant to this day. It moves from the very beginnings of religious traditions, often in the distant past, to contemporary issues. You will take up the study of a variety of religions. You will then explore the relevance of key ideas and practices drawn from these traditions in the modern world. These are ideas and practices that may have had considerable political or social significance or are the subject of controversy. The module emphasizes the need to examine the social context of religious thought and activity both in the past and the present. It also demonstrates the continuing importance of religious ideas in the shaping of contemporary ideologies and identities.

Knowledge

• Recognize and name primary source material relevant to the study of the origin and development of at least two religious traditions mandated in the syllabus of the module handbook.
• Select relevant primary and secondary source material for the study of specific issues in relation to these traditions.
• Recall some of the key terms that relate to the study of at least two religious traditions, where appropriate, in languages other than English
• Recall some of the key scholarly terms relevant to the study of religion

Comprehension

• Defend an argument pertaining to the study of religious tradition in a selected historical or contemporary context
• Paraphrase secondary source work accurately
• Distinguish between different periods and places relevant to the study of a religious tradition
• Give examples from primary sources – textual and material cultural - in order to support points made about them (or in support of more general hypotheses)

Application

• Apply seminar activities to independent research activities
• Relate primary and secondary sources to essay questions
• Demonstrate the significance of primary and secondary source data to a given hypothesis

Analysis

• Develop hypotheses on the basis of a thorough examination of primary and secondary source materials
• Outline a scholarly hypothesis and the evidence upon which it is based
• Select relevant primary and secondary sources

Synthesis

• Plan a research process
• Devise a means to manage primary and secondary source materials to support the answering of essay questions
• Compose an introduction to a scholarly argument that outlines its central hypothesis and evidence base
• Compose a scholarly argument that supports its contentions with primary and secondary source materials
• Compose a conclusion to a scholarly argument that summarizes what has been shown and relates this to broader issues in the study of religion and society

This module will comprise 20 hours of lecturer-lead contact time (e.g. x16 lecture hours and x4 seminar hours)

A range of teaching methods will be used in each of the sessions of the course, comprising a combination of lectures and seminars. The content of the lectures and seminars will be determined each year on the basis of staff availability. 

• Reason from evidence, whilst being tolerant of other interpretations of the evidence.
• Critically evaluate evidence and its interpretation.
• Sustain a logical argument and reach a defensible conclusion.
• Analyse and synthesise information.
• Make individual presentations, and contribute effectively and creatively to group discussion.
• Actively respond to peer and teacher feedback.
• Discuss and question new ideas.
• Understand how people have thought and acted in contexts other than the students’ own.
• Present analyses in a clear and coherent manner, both orally and in writing.
• Solve problems.
• Demonstrate a willingness to seek, and accept, help and guidance.
• Accept responsibility for the student’s own activities and their outcomes.
• Display self-reliance.
• Adopt a demanding work-schedule.
• Revise judgements in the light of new evidence.
• Use computers as a research and writing aid.

Formative work will include lecture and seminar activities, which will range from the analysis of primary and secondary sources to essay and research planning exercises. The tasks will be conducted in a supervised fashion in class.

Seminar leaders will meet to review formative portfolio in week seven and there will be one-on-one meetings before Christmas.

The assessment will compromise of two essays and one exam.

Essays will be selected from a list in the course handbook.

The examination will require students to answer three questions. The paper will be split into two sections. The first will be entitled Origins. The second will be entitled Legacies. Students MUST answer one question from both sections. They may then choose which section from which to answer their third question.

The opportunity for reassessment in this module

The usual provisions for reassessment are made in this respect. Reassessment generally will take the form of re-examination and the resubmission of coursework.

Indicative Lecture and Seminar Content

Lectures will be split between ‘origins’ and ‘legacy’. Two lectures on the origins of a given religious tradition will be followed by one lecture on its legacies in the modern world.

Introductory and closing lectures will be combined with five blocks of origins (x2) and legacies (x1) lectures.

There will be four seminars based on source materials pertinent to the content of the lectures, which also embed key skills training for the study of religion (e.g. accessing resources, conducting a research process, formulating a hypothesis, understanding assessment criteria, planning an essay, writing and essay etc.)

Hinnells, J. ed. The Routledge Companion to the Study of Religion, Routledge, Oxford, 2009

Hinnells, J. (Ed.), The Penguin Handbook of Living Religions. London/New York: Routledge, 2010

Sharpe, E. J., Comparative Religion: A History (Second ed.), Duckworth, London, 1986

Woodhead L., and C. Partridge and H. Kawanami, Religions in the Modern World: Traditions and Transformations, Routledge, Oxford, 2016.

(A fuller reading list will be included in the module handbook.)

How do we study religion? What are the key themes and issues in its exploration? This module introduces you to the study of religion by means of research-led case studies.  You will be introduced to key issues and current methods and theories by working with members of academic staff on a series of three projects that directly relate to their research specialisms. You will be required to work in groups as well as individually to address critical issues in the study of religion. This is your opportunity, in your first year of study, to develop a real sense of research and the issues that surround it. The course is broken down into three key areas, within which the projects will be based. These are: Religion in the Contemporary World (ranging from Britain to the Far East); Pre-modern Asian religions (mainly focusing on Hindu, Buddhist, and Jain traditions) and Religion and Culture in Late Antiquity (encompassing Christian, Islamic and Jewish traditions to the ninth century CE). Each project will take up a theme or issues within these three broad areas. 

Knowledge

• Recognize and name primary source material relevant to the study of at least one of the three special projects.
• Select relevant primary and secondary source material for the study of specific issues in relation to the special projects.
• Recall some of the key terms that relate to the study of the special projects, where appropriate, in languages other than English
• Recall some of the key scholarly terms relevant to the study of religion.

Comprehension

• Defend an argument pertaining to the study of religious tradition in a selected historical or contemporary context
• Paraphrase secondary source work accurately
• Distinguish between different periods and places relevant to the study of a religious tradition
• Give examples from primary sources – textual and material cultural - in order to support points made about them (or in support of more general hypotheses)

Application

• Apply seminar activities to independent research activities
• Relate primary and secondary sources to essay questions
• Demonstrate the significance of primary and secondary source data to a given hypothesis

Analysis

• Develop hypotheses on the basis of a thorough examination of primary and secondary source materials
• Outline a scholarly hypothesis and the evidence upon which it is based
• Select relevant primary and secondary sources

Synthesis

• Plan a research process
• Devise a means to manage primary and secondary source materials to support the answering of essay questions
• Compose an introduction to a scholarly argument that outlines its central hypothesis and evidence base
• Compose a scholarly argument that supports its contentions with primary and secondary source materials
• Compose a conclusion to a scholarly argument that summarizes what has been shown and relates this to broader issues in the study of religion and society

This module will comprise 20 hours of lecturer-led contact time (e.g. x17 lecture hours and x3 seminar hours)

A range of teaching methods will be used in each of the sessions of the course, comprising a combination of lectures and seminar discussion of major issues. The content of the lectures and seminars will be determined each year on the basis of staff availability.

• Listen to others with respect
• Actively respond to peer and teacher feedback
• Discuss and question new ideas
• Present analyses in a clear and coherent manner, both orally and in writing
• Solve problems
• Demonstrate a willingness to seek, and accept, help and guidance
• Accept responsibility for one’s own activities and their outcomes
• Display self-reliance
• Adopt a demanding work-schedule
• Revise judgements and change behaviour in the light of new evidence
• Use computers as a research and writing aid

Formative assessment will include on-going feedback on lecture and seminar activities, which will range from the analysis of primary and secondary sources to essay and research planning exercises.

Summarative assessment will compromise of three essays.

The opportunity for reassessment in this module

The usual provisions for reassessment are made in this respect. Reassessment generally will take the form of the resubmission of coursework.

Lecture and Seminar Content will be determined by the three six-week projects, as well as introductory and plenary lectures by the course co-ordinator. Contact hours will be used for lectures, seminars and other learning activities at the discretion of the project leader)

1. Project on Pre-Modern Asian Religions
2. Project in Late-Antique Religion and Culture
3. Project on aspects of Religion in the Modern World 

Chryssides, G. and R. Geaves, The Study of Religion: An Introduction to Key Ideas and Methods, Bloomsbury, London, 2013

Baker-Brian, N. and Lössl, J., A Companion to Religion in Late Antiquity, Wiley Blackwell, London, 2017

Knott, K., Hinduism: A Very Short Introduction, Oxford University Press, Oxford, 2016

Keown, D., Buddhism: A Very Short Introduction, Oxford University Press, Oxford, 2013

Laine, J., Meta-Religion: Religion and Power in World History, University of California Press, Berkeley, 2015

Nesbit, E., Sikhism: A Very Short Introduction, Oxford University Press, Oxford, 2005

Nongbri, Before Religion: A History of a Modern Concept, Yale University Press, 2013

Ruthven, M., Islam: A Very Short Introduction, Oxford University Press, Oxford, 2012

Solomon, N., Judaism: A Very Short Introduction, Oxford University Press, Oxford, 2014

Zavos, J., and Suthren Hirst J., Religious Traditions in Modern South Asia, Routledge, Oxford, 2013

Have you ever imagined yourself browsing through the Jewish and Christian Scriptures, the Ramayaṇa or the Quran – in the original language? This is the place to begin that journey. This module introduces you to the study of religious texts in their original languages. The module offers a selection of languages, of which you will select one. Typically, these will include Greek, Hebrew, Sanskrit and Arabic (though the range of offerings may be subject to change from year to year). In a user-friendly and exercise-led fashion, you will take up the grammar of your chosen language. Step by step, your competency in your chosen language will grow until, by the end of the module, you should be able to identify key terms in the original language of religious texts, as well as read simple sentences and passages. Being able to read religious texts is an important and satisfying skill, both for the study of religion and wider life. The study of ancient languages is also an excellent preparation for the study of modern languages. Both in the past and present religious communities have regularly invoked and explored the texts that they hold to be authoritative. This makes the study of scriptural languages an excellent complement to broader studies of religious traditions.

• Read and write the appropriate script
• Parse sentences and express a grammatical interpretation
• Demonstrate familiarity with their chosen language’s vocabulary
• Use grammars and dictionaries
• Be able to understand and apply rules of grammar to exercises and simple texts in their chosen language

The module will be delivered by language classes, in which new grammatical forms are discussed and practiced. Students will be assigned a teacher on the basis of the language that they select. You will have four hours of classroom instruction per week.

• Develop a facility with foreign language dictionaries/lexicographical sources
• Recognising personal strengths and weaknesses and working to enhance and utilise the former, and to overcome the latter
• Develop the ability to manage workloads and time-management
• Develop memorisation skills
• Make individual presentations, and contribute effectively and creatively to group work activities.
• Actively respond to peer and teacher feedback.
• Solve problems.
• Demonstrate a willingness to seek, and accept, help and guidance.
• Accept responsibility for the student’s own activities and their outcomes.
• Display self-reliance.
• Adopt a demanding work-schedule.
• Use computers as a research and writing aid.

Formative assessment will include whole class and group translation activities, as well as informal memory tests.

Summative assessment will consist of an Examination and a portfolio of exerscises.

The potential for reassessment in this module

Re-assessment will be by the resubmission of coursework and resit examination in the August resit period.

Classes will cover the basics of the grammar of the chosen language and will move from pedagogically adapted sentences and passages to simple, unmodified, material from religious texts.

Indicative Reading and Resource List:

NOT ALL LANGUAGES ARE AVAILABLE EVERY YEAR.

For Hebrew

Pratico, G.. D., and Van Pelt, M. V., Basics of Biblical Hebrew (Grand Rapids, Mich: Sondervan, 2007)

For Greek

F. Beetham, An Introduction to New Testament Greek (Bristol: Bristol Classical Press, 1993)

W C Trenchard, A Concise Dictionary of New Testament Greek (Cambridge University Press, 2003)

For Arabic

Smart, J. R., Teach yourself Arabic: A Complete Course for Beginners (London, 1986)

Thatcher, G. W., Arabic Grammar of the Written Language (Heidelberg, 1927)

Tritton, A. S., Teach Yourself Arabic (London, 1943)

For Sanskrit

Coulson, Michael., Complete Sanskrit (London: Hodder Education, 2010)

Maurer, Walter Harding, The Sanskrit Language: An introductory Grammar and Reader, London: Routledge, 2002)

Stenzler, A. F. & Sohnen, Renate, Primer of the Sanskrit Language (London: School of Oriental and African Studies, 1992)

This module consolidates and develops your knowledge of scriptural languages. It requires that you have already completed Introduction to Scriptural Languages 1. In this module, you will continue your study of religious texts in their original languages in a user-friendly and exercise-led fashion. Step by step, your competency in your chosen language will grow until, by the end of the module, you should be able to read extended, simple, passages from religious texts. Being able to read religious texts is an important and satisfying skill, both for the study of religion and wider life. The study of ancient languages is also an excellent preparation for the study of modern languages. Both in the past and present religious communities have regularly invoked and explored the texts that they hold to be authoritative. This makes the study of scriptural languages an excellent complement to broader studies of religious traditions.

• Read and write the appropriate script
• Parse sentences and express a grammatical interpretation
• Demonstrate familiarity with their chosen language’s vocabulary
• Use grammars and dictionaries
• Be able to understand and apply rules of grammar to exercises and simple texts in their chosen language

The module will be delivered by language classes, in which new grammatical forms are discussed and practiced. Students will be assigned a teacher on the basis of the language that they select. You will have four hours of classroom instruction per week.

• Develop a facility with foreign language dictionaries/lexicographical sources
• Recognising personal strengths and weaknesses and working to enhance and utilise the former, and to overcome the latter
• Develop the ability to manage workloads and time-management
• Develop memorisation skills
• Make individual presentations, and contribute effectively and creatively to group work activities.
• Actively respond to peer and teacher feedback.
• Solve problems.
• Demonstrate a willingness to seek, and accept, help and guidance.
• Accept responsibility for the student’s own activities and their outcomes.
• Display self-reliance.
• Adopt a demanding work-schedule.
• Use computers as a research and writing aid.

Formative assessment will include whole class and group translation activities, as well as informal memory tests.

Summative assessment will consist of one examination and a portfolio of exerscises and translations.

The potential for reassessment in this module

RE-ASSESSMENT will be by the resubmission of coursework and resit examination in the August resit period.

Classes will cover the basics of the grammar of the chosen language and will move from pedagogically adapted sentences and passages to simple, unmodified, material from religious texts.

NOT ALL LANGUAGES WILL BE AVAILABLE EVERY YEAR

For Hebrew

Pratico, G.. D., and Van Pelt, M. V., Basics of Biblical Hebrew (Grand Rapids, Mich: Sondervan, 2007)

For Greek

F. Beetham, An Introduction to New Testament Greek (Bristol: Bristol Classical Press, 1993)

W C Trenchard, A Concise Dictionary of New Testament Greek (Cambridge University Press, 2003)

For Arabic

Smart, J. R., Teach yourself Arabic: A Complete Course for Beginners (London, 1986)

Thatcher, G. W., Arabic Grammar of the Written Language (Heidelberg, 1927)

Tritton, A. S., Teach Yourself Arabic (London, 1943)

For Sanskrit

Coulson, Michael., Complete Sanskrit (London: Hodder Education, 2010)

Maurer, Walter Harding, The Sanskrit Language: An introductory Grammar and Reader, London: Routledge, 2002)

Stenzler, A. F. & Sohnen, Renate, Primer of the Sanskrit Language (London: School of Oriental and African Studies, 1992)

The Bible is one of the most influential books ever written, affecting history, literature and art, not to mention social debates down to the present day. It is also considered to be a holy book by Jews, Christians and Muslims. This module will introduce students to the literature and religions of the Bible and help them begin to develop the use of the critical skills and techniques of Biblical Studies. Students will engage with some of the approaches which have characterised scholarly work on the Old and New Testaments in the past hundred years. Through interacting with selected texts, students will gain familiarity with the main literary genres of the Bible, its contents and contexts.

1. Select and use appropriate critical methods to analyse biblical texts.
2. Recognise and recall the main scholarly debates concerning different parts of the Bible.
3. Demonstrate a critical understanding of the main contents of selected books of the Bible, and the contexts in which they were written.
4. Critically assess the theological contributions of different biblical authors/books.

This module will comprise 20 hours of lecturer-led contact time. Sessions may be delivered in lecture, seminar or tutorial form, either in person or through e-learning. Sessions will provide critical introductions to sections of the Bible, as well as a summary of important contents. The introductions will include an overview of scholarly positions on the books of the Bible and associated critical methods. They will also give students the opportunity to engage in detail with selected sections of the Bible, exploring different genres and practising different methodological approaches.

• Reason from evidence, whilst being tolerant of other interpretations of the evidence.
• Critically evaluate evidence and its interpretation.
• Sustain a logical argument and reach a defensible conclusion.
• Analyse and synthesise information.
• Make individual presentations, and contribute effectively and creatively to group discussion.
• Actively respond to peer and teacher feedback.
• Discuss and question new ideas.
• Understand how people have thought and acted in contexts other than the students’ own.
• Present analyses in a clear and coherent manner, both orally and in writing.
• Solve problems.
• Demonstrate a willingness to seek, and accept, help and guidance.
• Accept responsibility for the student’s own activities and their outcomes.
• Display self-reliance.
• Adopt a demanding work-schedule.
• Revise judgements in the light of new evidence.
• Use computers as a research and writing aid.

The module will be assessed via one exam and one student chosen essay. 

The opportunity for reassessment in this module

The module will be reassessed by examination and, if necessary, resubmission of coursework, during the Summer.

Lectures will cover critical introductions to such topics as:

• The History of the Bible and the Bible of History.
• The motivation, methods and history of scholarship in Biblical Studies.
• The Pentateuch.
• The Historical Books.
• Psalms and Wisdom.
• Apocalyptic.
• Apocrypha.
• Jesus and the Gospels.
• Paul and his Letters.
• Catholic Epistles.

• Revelation.

Indicative Reading and Resource List: A full and up to date reading list will be provided in the course handbook, which will be made available to all students on Learning Central.

Primary Source:

The Holy Bible with Apocrypha, New Revised Standard Version (published variously by OUP, HarperCollins, SPCK, Hendrickson).

Textbook:

Jerry L. Sumney, The Bible: An Introduction (2^nd ed.; Minneapolis: Fortress Press, 2014).

Further Key Resources:

Walter Brueggemann, Tod Linafelt, An Introduction to the Old Testament: The Canon and Christian Imagination (2^nd ed.; Louisville: Westminster John Knox Press, 2012).

Stephen B. Chapman and Marvin A. Sweeney, eds., The Cambridge Companion to the Hebrew Bible/Old Testament (Cambridge: CUP, 2016).

David E. Aune, ed., Blackwell Companion to the New Testament (Oxford: Blackwell, 2010).

Robert A. Spivey, D. Moody Smith and C. Clifton Black, Anatomy of the New Testament: A Guide to Its Structure and Meaning (7^th ed.; Minneapolis: Fortress, 2013).