BA History and Film Studies


At UEA, we have a rich heritage as a pioneer of research and teaching in the field of Film and Television Studies, giving you a solid grounding in theoretical and historical approaches to the subject but also going beyond the classroom through an exploration of the interplay between the critical and creative.

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Hear why our students loved studying Film, Television and Media at UEA and find out more about our rich heritage of teaching and research in the field.

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Key facts

(Complete University Guide 2019)


In their words

Alex Morris, BA Film and Television Studies


In their words

Rachel Edge, BA Film and Television

Film and history have been intertwined since the invention of the moving image at the beginning of the 20th century. Whether film has been used to depict history or to sway its course, the overlapping of these two disciplines has long been a source of scholarly and cultural fascination.

In this degree you’ll explore the key aspects of this relationship over a range of modules. You’ll explore the representation of history in genres such as documentary and propaganda films. At the same time you’ll engage with the history of cinema.

You’ll also have access to first-hand archival experience at the East Anglian Film Archive with which UEA has a special relationship. You’ll be able to use the materials to reconstruct aspects of local history or use them to make a film of your own.


The BA History and Film Studies degree is an innovative degree programme combining these two interlinking subjects, offering opportunities for critically engaging with how historical events have been recorded and reconstructed through visual media.

You’ll explore world history alongside the history of film. You'll be able to choose from a wide range of options across the two subjects. Specially designed modules will bring your two degree subjects into dynamic dialogue, examining areas such as propaganda and documentary. You'll also have access to resources like our on-campus television studio and the unique holdings at the East Anglian Film Archive, where there are opportunities for practical experience in film-making and archival research. This is a unique resource which you can make use of during your time here. We have close links with the British Film Institute in London.   

Our Film, Television and Media Studies department is recognised as a leading centre for the study of British, Hollywood and Asian cinemas, popular film and television genres and feminist approaches to media.

Course Structure

Year 1

In the first year you’ll be introduced to the major academic debates in film studies and history. At the same time you’ll develop the key skills needed to analyse and interpret a range of media texts and historical documents. Modules at this stage cover topics such as the nature of film history and visual(ising) history.

Year 2

You’ll deepen your knowledge in modules covering topics such as propaganda and film genre. You’ll also begin the specialisation that continues in the third year. Modules at this stage cover subjects such as documentary: history, theory and criticism, heritage, and public history.

You’ll also have opportunities for internships in the second year. Previous students have undertaken placements with organisations including local radio stations, television production companies and the East Anglian Film Archive.

Year 3

You’ll continue to specialise, choosing from modules on a range of areas according to your own interests. Modules may include film and memory and the representation of the past, and genres such as science fiction. You’ll also develop your research skills in our dissertation module which includes a period of supervised independent study.

Teaching and Learning

Our world-leading academics employ a range of teaching styles. Alongside the more traditional lectures and seminars, you’ll learn through film and television screenings. You’ll also have access to UEA’s Television Studio and Media Suite. Both contain a wide variety of cutting edge media technologies (editing suites, cameras and sound equipment, sound studio and digitisation suite). You’ll have the opportunity to be fully trained to use all of these. You’ll acquire practical skills while deepening your understanding of how the film and television content you’re studying is produced.

You’ll acquire vital skills needed for independent learning throughout your course and have access to dedicated sessions designed to help you make the most of UEA’s state of the art library facilities. Through these sessions and your academic modules, you’ll gain the vital research skills of uncovering resources and critically assessing sources. As you progress through your degree you’ll develop as a self-motivated researcher and independent creative thinker.

In addition to timetabled lecture and seminar slots, each member of staff at UEA holds dedicated office hours where students can come and seek additional advice and guidance on a one-to-one basis. You’ll also be assigned an adviser who can support you through your studies by providing academic and career guidance.


You’ll be assessed in individual and group assessment modes from essays and exams to presentations and discussions. Your progress in some theoretical modules will be assessed through creative practice. For example, you might be required to produce a script of your own to explore questions of film history. All of these assessments help strengthen your critical thinking and give you skills that are attractive to future employers.

Study abroad or Placement Year

You’ll have the option to add an international dimension to your studies by applying to spend a semester studying abroad in your second year. For further details, visit our Study Abroad section of our website.

After the course

Your History and Film Studies degree will prepare you for work in a wide array of fields. You’ll have the skills to work in the film and other creative industries. Or you could choose to enter the museum and heritage sector, both in the UK and elsewhere in the world. Alternatively you might decide to continue your academic passion in postgraduate study at UEA.

Career destinations

Examples of careers you could enter include:

  • Film production
  • Museums
  • Cultural heritage and archives
  • Arts festivals
  • Social media
  • Publishing (books, magazines, newspapers)

Course related costs

Please see Additional Course Fees for details of other course-related costs.

Course Modules 2020/1

Students must study the following modules for 120 credits:

Name Code Credits


The analysis of film form underpins film studies as a discipline, informing aesthetic, theoretical and historical modes of inquiry. You will be introduced to the analysis of film form and film style. It encompasses approaches to the fundamental formal elements of mise-en-scene, cinematography, editing and sound. You will also build on these elements of film form to address systems of and approaches to film style including narrative and narration, genre, realism, continuity and classicism, modernism and experimentation. You will also learn how questions of film style are integral to the analysis of representation, for example in relation to modernity, gender and race.




This module challenges you to reflect on the nature of history: what it means for historians; what it means for the wider public and contemporary society; and what it has meant in the past. You'll explore the key approaches to the study of history and the conduct of historical research. You'll consider how historians have written history in the past and how they engage with it in the present; the relevance and challenges of sources and evidence; how historians present their interpretations, and the ways in which they debate amongst themselves. You'll come away with an understanding that history is rarely about the 'right' answer, but rather a series of ways of understanding and interpreting the past. You'll focus in particular on historical debate and how you can effectively analyse and interpret it. Through a mixture of both historical interpretation and historiography, you'll develop key study and transferable skills.




You will gain a wide-ranging introduction to the political, social and economic transformation of Britain and Europe from the late eighteenth century to the First World War. Among the themes, you will consider industrialisation and its impact, revolution and reform, nationalism and imperialism, gender and society, great power relations, the impact of war and the collapse of the old Europe in 1917-18.




This module provides you with an introduction to the history of cinema from 1946 to 1996, as it is traditionally understood within Film Studies. It will outline important developments in global film history, which will underpin your future study. The course will help you understand some of the complex processes of historical change (e.g. technological, industrial and socio-political) that transformed cinema during the period in question and will situate particular films in the aesthetic and narrative traditions in which the films were originally made and seen.




The importance of visual and material sources as historical evidence, as witnesses to history, has long been recognised by historians. Relics, buildings, maps, paintings, photographs, and films are all visual and material sources from which historians can elicit meaning. Paintings, photographs, and films in particular propose to give us unique access to the ideological, physical and emotional content of a specific historic moment. But visual evidence also challenges us to consider where we as historians draw the line between the mediated and unmediated 'truth' of the past. History is always an interpretation of the past that changes. Our aim is to introduce students to the analysis and interpretation of a wide range of visual and material evidence. Furthermore, students will examine the manifold ways in which audio-visual historical representations shape and reshape our collective memory and understanding of the past from the medieval to the contemporary.




This module provides you with an introduction to the history of cinema from 1895 to 1945, as it is traditionally understood within Film Studies. It will outline important developments, particularly in European and American film history, which will underpin your future study. The course will help you understand some of the complex processes of historical change (e.g. technological, industrial and socio-political) that transformed cinema during the period. We will situate particular films in the aesthetic and narrative traditions in which the films were originally made and seen, and explore film histories through a critical lens.



Students must study the following modules for 40 credits:

Name Code Credits


This module introduces you to the history and theory of propaganda, and its role in society. You'll consider what constitutes and defines propaganda. Focusing on the 20th century, we examine propaganda in a range of political settings, both totalitarian and democratic, in the local context of the relationships of power and communications. The module is structured chronologically, starting with the development of propaganda during World War I and finishing with a consideration of propaganda in the 21st century.




The module provides you with the key concepts and methods necessary to devise and execute an independent research project, whether using traditional academic methods or practice based research. As a result, you will cover the key processes involved in devising and focusing a research project, reflexively undertaking the research yourself and writing up your results. In the process, you will be shown how to position your work in relation to an intellectual context; devise the research questions that are practical and realistic; and develop research methods through which to address these questions.



Students will select 40 credits from the following modules:


Name Code Credits


Animation has long been one of the most popular and least scrutinised areas of popular media culture. This module seeks to introduce you to animation as a mode of production through examinations of different aesthetics and types of animation from stop motion through to cel and CGI-based examples. It then goes on to discuss some of the debates around animation in relation to case study texts, from animation's audiences to its economics. A range of approaches and methods will therefore be adopted within the module, including methods like political economics, cultural industries, star studies and animation studies itself. The module is taught by seminar and screening and is not a practice module.




Children's television is dynamic, diverse and often controversial. In this module, we examine how television has constructed childhood and how children have, in their turn, shaped television. One of the particular challenges with children's television is that it is usually made by adults for children. As society has shifted over time, therefore, children's television programming becomes caught up in debates about who and what children are; about how (much) they should watch; and, about what they should (not) be allowed to see. Because childhood is a highly debated cultural and social category, there is a large and growing body of scholarship on the topic of children's television. We use these theoretical and methodological maps to investigate the past and present of children's television, including things like: cultural studies, media ethnography, genre studies, gender studies and production studies. We look at a range of topics that may include: Saturday Morning Television, children's variety shows, animation, children's broadcasting, children's satellite channels, censorship, consumerism, pressure groups and gender.



This module explores key developments in TV comedy from the genre's inception to the present. We consider the status of the genre in television culture and broader debates associated with TV Studies. We also map the ways in which the genre responds to and reflects social and historical contexts and explore examples of the genre from a variety of nations and cultures. The module will explore ways in we can study humour and comedy, and how this has been theorised historically. Key topics related to television comedy will be explored as case studies.




This module will introduce you to key issues in documentary history, theory and practice. You will engage with definitional and generic debates; historical forms and founders; different modes of documentary; ethical issues; and social and political uses. We will draw upon a range of national and media contexts and give you the opportunity to engage with a range of theories, archival materials, documentary styles and ethical debates within your written and practical work. At the end of module you will produce a documentary shaped by the traditions and theories you have studied, employing a range of archive film and television footage sourced from the East Anglian Film Archive.




Film is frequently described as a 'director's medium', while simultaneously defined as a 'collaborative effort'. How is that possible? How do the director, cinematographer, designer and editor work together to create the suspense, romance, or comedy that we expect from our favourite films? What does the film director actually do? What are the choices that see one director lauded as an 'auteur' and another derided as a 'hack'? Why does a cinematographer choose the specific lighting, framing and camera style for a scene? How does the director work with a script and coax performances out of the actors? What prompts the editor to use one angle, rather than another? This module attempts to answer these questions, as it introduces you to the practical application of film and television grammar and explores the fundamental questions of cinematic and televisual storytelling. A series of filmmaking exercises give you the chance to experiment with elements of camera and blocking, the use of sound, and multiple editing options. Other exercises look at script as a dramatic text and introduce basic techniques of working with actors. The final project asks you to work with professional script material to produce a video scene study. The module encourages students to understand the choices and decision-making processes involved in filmmaking, and the pros and cons involved in any creative decision.




Film is frequently described as a 'director's medium', while simultaneously defined as a 'collaborative effort'. How is that possible? How do the director, cinematographer, designer and editor work together to create the suspense, romance, or comedy that we expect from our favourite films? What does the film director actually do? What are the choices that see one director lauded as an 'auteur' and another derided as a 'hack'? Why does a cinematographer choose the specific lighting, framing and camera style for a scene? How does the director work with a script and coax performances out of the actors? What prompts the editor to use one angle, rather than another? This module attempts to answer these questions, as it introduces you to the practical application of film and television grammar and explores the fundamental questions of cinematic and televisual storytelling. A series of filmmaking exercises give you the chance to experiment with elements of camera and blocking, the use of sound, and multiple editing options. Other exercises look at script as a dramatic text and introduce basic techniques of working with actors. The final project asks you to work with professional script material to produce a video scene study. The module encourages students to understand the choices and decision-making processes involved in filmmaking, and the pros and cons involved in any creative decision.




Film Genres introduces students to the range of theories and methods used to account for the prevalence of genres within filmmaking. We investigate historical changes in how film genres have been approached in order to consider how genres have been made use of by industry, critics and film audiences. Genre theories are explored through a range of case studies drawn from one or more of a range of popular American film genres including the Western, science-fiction, melodrama, romantic comedy, the road movie, the buddy movie, film noir, the gangster film, the war film and action/adventure film. In exploring concepts and case studies relating to film genres the module aims to demonstrate the richness of film genre and its continuing relevance as a mode of analysis.




This module explores aspects of film theory as it has developed over the last hundred years or so. It encompasses topics including responses to cinema by filmmaker theorists such as Sergei Eisenstein and influential formulations of and debates about realism and film aesthetics associated with writers and critics such as Andre Bazin, Siegfried Kracauer, Rudolf Arnheim and Bela Balazs. You'll study the impact of structuralism, theories of genre, narrative and models of film language; feminist film theory and its emphasis on psychoanalysis; theories of race and representation; cognitive theory; emerging eco-critical approaches; post-structuralist and post-modern film theory. You'll be taught by lecture, screening and seminar. You'll work with primary texts - both films and theoretical writings - and have the opportunity to explore in their written work the ways in which film theories can be applied to film texts.




In this module you will be introduced to the key theoretical frameworks and approaches within the tradition of reception studies. It will offer you a critical exploration of the main debates and studies that have shaped the field, exploring both historical and contemporary contexts of media reception. In particular, you will consider the transcultural circulation of media, and the issues that arise when film, television and other media transfer between cultures with significantly different values and modes of reception. You will also be encouraged to critically evaluate existing reception studies, being equipped with the tools necessary to undertake your own small-scale reception study.




Is there really 'no business like show business'? This module will develop your understanding of how silent-era, classical and post-classical Hollywood has developed as an industry, balancing the twin demands of creativity and commerce. Our aim is to encourage you to analyse how Hollywood works as an industry, the kind of films it produces, and the ways in which they are consumed by domestic and global audiences. You will engage with a variety of Hollywood films and be introduced to a range of theories and approaches for analysing how they are produced and consumed.




Writing the American Screenplay: Hollywood and Beyond For much of the twentieth century, the screenplay was synonymous with Hollywood, the Studio System, and "The Movies"; films as brash and bold as booming American power, written by screenwriting giants, such as Preston Sturges, Herman J. Mankiewicz, Billy Wilder, Anita Loos and Paddy Chayfsky. But much of what we love about more recent American film-making has been the work of writers outside the mainstream: John Cassavetes, Joan Micklin Silver, Charlie Kaufman, Spike Lee, Nora Ephron, Quentin Tarantino, and the like. Throughout, American screenwriting has produced work as dynamic and expansive as the nation itself. In this module you will move through the high points of American scriptwriting, using scripts, texts, and creative pastiche to develop an understanding of the form. Your work may be assessed through a mix of creative and critical work, writing exercises and a complete short script. In broadly the first half of the semester you will use pastiche and other techniques to develop basic screenwriting skills. The remainder of the term will be devoted to developing and workshopping an original script. You will be introduced to the basic dramaturgy of cinematic storytelling, screenwriting form and format, and skills in pitching and story development. This module will therefore help you develop your creative capacity, your communication skills, and will help broaden your commercial awareness. Students who achieve a mark of 68%+ either in this module or Adaptation and Transmedia Storytelling are eligible to enrol on Creative Writing: Scriptwriting in the School of Literature, Drama and Creative Writing at Level 6.



Students will select 40 credits from the following modules:


Name Code Credits


The Anglo-Saxon period spanned 600 years from the end of Roman Britain to the Norman Conquest. It was a period of turmoil, seeing waves of immigration, the clash of peoples and religions, and kingdoms jockeying for control. Out of this crucible, England emerged. This is the story of how it came to be. Using contemporary sources, you will learn to handle evidence and reconstruct the worldview of people who lived over a thousand years ago. Anglo-Saxon history teaches you to go a long way with little evidence; to use your imagination to fill in the gaps. Whether it's new to you or something you've studied before, you'll achieve a deeper and richer understanding of how the nation was formed. Via lectures, seminars and private study, you'll discover the Romans, Saxons and Vikings; the strange treasure they left behind; the cryptic and conflicting chronicles (learning to read between the lines), and debates we still haven't resolved today. Developing your powers of argumentation, you'll run into questions with no certain answer. Building with fragmentary evidence will boost your creativity, and you'll encounter ancient artefacts. (Trips have included West Stow Anglo-Saxon village and Norwich Castle Museum.) At the end of the module you'll command an overview of how England came into being. You'll also have built your ability to see other people's points of view, even if they lived a thousand years ago. This is a crucial ability whether in personal or professional relationships. Also learning to argue with evidence as fragmentary as the evidence we'll explore, will hone your problem-solving skills to an unusual degree.




The beginning of the twentieth century witnessed a period of immense instability and change with the emergence of the United States as an international actor in the West and the Japanese break from the Chinese sphere of influence in the East. This was underpinned by technological developments, the expansion of global empires, extreme economic dislocation and two global wars. You will examine the conduct and content of the foreign policies of the major powers from the 1890s, with the Sino-Japanese War and the Spanish-American War, to the Japanese occupation of Asia. This will include assessing the interplay of the political, military, economic, strategic and cultural forces that shaped the beginning of the twentieth century and which continue to resonate in the contemporary world.




You'll explore the experiences and fortunes of the peoples of the western peninsula of Eurasia between the rule of the Emperor Constantine I in the 330s and the call to crusade in the 1090s. At the beginning of the period, the lands centred on the Mediterranean and much of its hinterland were situated within the Roman Empire. Yet, within three hundred years, this empire had disintegrated and been replaced by a number of successor states, ruled by competing dynasties. These states included Visigothic Hispania, Vandal Africa, and Merovingian Francia. Another#in fact, the longest lived of all the successor states#was the eastern empire centred on Constantinople, long known to historians as 'the Byzantine empire'. By the close of the 7th century, many of these states had themselves been conquered by Arabic and African warriors committed to the new religion of Islam and been incorporated in the Caliphate centred on the city of Damascus#an empire which easily rivalled the might, spread, and power of Rome before its own collapse and fission in circa 1000. What Islamic rulers could do, so too could Christian ones. In 800 the son of a Frankish usurper, Charlemagne, was crowned emperor of the West. The actions and ambitions of this emperor were as formative and as formidable in the history of 9th and 10th century Europe as those of Napoleon in the 18th and 19th. The heirs and successors of Charlemagne#whether Frankish, Ottonian, or Scandinavian#were long compelled to negotiate his legacy and memory. By the 11th century, even the Roman pontiffs, now advancing a new programme of reform and renewal, were looking to situate themselves in relation to his Salian successors. The summons to liberate Jerusalem and rescue the Greek empire in the east, carefully tailored to the aspirations of the new elites of Francia and Catalonia, was perhaps the most explosive strategy advanced by these Roman pontiffs. This module is thus broad in chronological scope, covering more than eight hundred years, and extensive in geographical range, taking us from the Atlantic to the Euphrates, from the Atlas Mountains to the North Sea. In the course of this journey we'll meet many warriors, saints, and rulers, both female and male.




You will be introduced to an eventful period of history during which France exercised a preponderant role over European affairs and culture. The module will provide you with the essential background knowledge of political events, revolutions and wars but it will also encourage you to explore deeper social and cultural trends. In the first weeks we will reconsider 'Old regime' France, drawing attention to its dynamism and cultural richness before turning to the crises that discredited Bourbon absolutism. In subsequent weeks we will focus on the Revolutionary-Napoleonic epoch: our endeavour here will be to explain why the Revolution was revolutionary in theory, violent in practice and dictatorial in consequence. We will then reflect on the Restoration. Using extracts from Hugo's 'Les Miserables' as our starting point, we will look at how rapid industrialization generated social tensions that successive ministries tried to diffuse through repression and reform. Next, we will look at the France of the Second Republic and Second Empire; our focus here will be Napoleon III's modernization initiatives and dramatic remodelling of Paris. Finally, we will approach the history of the Third Republic between 1870 and 1914 from three angles: its success in making the populace feel French; science, art and culture; and its nationalistic foreign policy, which contributed toward undermining the general European peace. The seminars for this module will provide us with an opportunity to analyse and discuss in depth an eclectic range of primary sources, including textual documents (in English translation) ranging from constitutions to period fictional writings, maps, advertisements, artwork, extant material and architectural evidence, and music.




You will explore one of the most turbulent and dynamic periods in English history: c.1400-1485. In addition to exploring the narrative of events as it unfolded chronologically you will also learn about topics such as: theories of medieval kingship, the relationship between church and state, the relationship between England and Continental Europe, medieval warfare, chivalry and knighthood, the relationship between national and local concerns, and the opportunities for people of all genders to participate in political struggle. You will have the opportunity to read a wide range of primary sources as well as considering key historiographical debates. Upon completion of the module, you should have a more nuanced understanding of the exercise of power in the 15th century and how the deeds and decisions of those in charge impacted the lives of people further down the social spectrum. You should also have honed your skills in primary source analysis and historiographical scrutiny.




This module examines a critical period in English History. We begin with the Conquest of England by the Normans and look at the ways in which as a consequence England was drawn into European affairs. The midpoint is the loss of those continental lands in 1204 and the Magna Carta crisis of 1215. We then explore the domination of Britain by the English kingdom and end with the start of England's next great European adventure, The Hundred Years War.




World War II and the immense sacrifices the Soviet people made in defeating Nazism left multiple long-lasting legacies that shaped the multi-ethnic Soviet and post-Soviet Russian state, society and economy. This module aims to give you a better understanding of the state of contemporary Russian politics, society and economy through detailed historical enquiry of Russia's path since 1945. It is divided into two main parts: in part one you will examine key periods of post-war Russian history in chronological order, and in the second part you will look more closely at key contemporary in their historical perspective. These will include the question what it meant to be Soviet and its legacy; geopolitical imperatives, which only recently led Putin to invade Crimea; identity politics and historical commemoration; the transition of the economy from a planned economy to a market economy; and the complex mutations and adaptations of power structures in Russia that gave birth to Putin's 'managed democracy'.




What shapes our view of history and heritage? How do we balance academic approaches with the need to engage an audience? How do we assess the significance of historic buildings and sites? On this module you'll explore these questions by studying the ways in which history is presented in the public sphere, in museums and galleries, at heritage sites and historic buildings, in the media and online. Through lectures, seminars and field trips you'll gain an understanding of different current approaches to history and heritage, exploring themes such as the role of museums, the commemoration of historic events and the development of digital heritage.




Since the unification of the states of the Italian peninsula, the history of modern Italy has been the subject of intense historical debate. Modern Italy has often been cast as a 'weak' state and 'fragile' nation, riven by particularism and by competing secular and religious ideologies, 'economically backward', less successful than its national neighbours, and 'the least of the Great Powers'. More recent historiography has sought to challenge or modify these perceptions in a number of ways, and this module examines modern Italian history from unification to present day, in the light of these ongoing historiographical debates. a) Italian nationalism, the process of Italian unification and the attempts to create national unity after 1870; b) The relationship between socio-economic change and political development in Liberal Italy; c)The impact of the First World War on Italian society and politics; e)The nature of the Fascist regime and its impact on Italian society; f)The radicalisation of the regime, its racial policies and the quest for Empire; g)Italy's role in World War II, the reasons for the collapse of the Fascist regime, and the emergence of civil war. h) Italian history since 1945




In just a few decades Japan emerged from its feudal and isolationist condition and became a thriving capitalist nation-state with imperialist ambitions on the world's stage. From the mid-nineteenth century onwards, the country re-invented itself, combining the strength of its traditions with Western models of government, economic management, social structure and culture. Samurai gave way to elite bureaucrats; a skilled industrial workforce gradually displaced the peasantry; education expanded with remarkable speed and new infrastructure transformed the physical landscape. New patterns of daily life, social tensions and cultural aspirations accompanied these changes. The aggressive expansionist policy and authoritarianism of the 1930s precipitated the country into a war with devastating consequences, only for Japan to resurrect itself as a global industrial power and stable democracy in the post-war era. This module examines this process of transformation from circa 1850, when Western powers pressured Japan into opening to international trade, to the oil shock of the 1970s that brought an end to Japan's high growth phase. You will pay attention to the intellectual and cultural trends that informed Japan's development, and investigate concepts such as revolution, national identity, civilizational discourse, late imperialism, and historical memory. You will also explore social and economic change as reflected in lived experience, for example in farms and villages at the turn of the century; on the home front during the Russo-Japanese War; in bustling cities during the Taisho era; in colonial outposts before and during the Pacific War; and in occupied Japan afterwards.




This module provides an introduction to the linguistic skills in Medieval Latin which enable students to read administrative documents such as charters, accounts, court rolls, etc. It is particularly suited for those who intend on proceeding to postgraduate study in aspects of the past, such as medieval history, which require a reading knowledge of Latin. This course is not intended for students who have already studied Latin at A-Level or equivalent.




We will introduce you to German history in the twentieth century, which was characterised by various radical regime changes and territorial alterations. Topics include German world policy and nationalism in the late imperial period; imperialism and expansionism during the First World War; the challenges of modernity in the Weimar Republic; the rise of Hitler and the formation of the Nazi empire in Europe; the post-war division of Germany and the legacy of the Third Reich; the nature of the German Democratic Republic (GDR) dictatorship and the problem of West German terrorism; as well as the fall of the Berlin Wall and reunification. Special attention will be given to questions of nationalism and national identity, issues of history and memory, and Germany's role in Europe and the world. On completion of this module you will have developed a solid understanding of one of the most dramatic periods of German history when the country oscillated between the two extremes of war and repression, on the one hand, and the return to peace and democracy, on the other.




This module deals with the rivalries of the Great Powers from the end of the Napoleonic Wars to the onset of the Cold War and its end with the collapse of the Soviet Union in 1991. We shall be examining topics such as the Vienna system; the Crimean War; Italian and German unification, the origins of the First and Second World Wars and the Cold War period.




This module introduces you to the history and theory of propaganda, and its role in society. You'll consider what constitutes and defines propaganda. Focusing on the 20th century, we examine propaganda in a range of political settings, both totalitarian and democratic, in the local context of the relationships of power and communications. The module is structured chronologically, starting with the development of propaganda during World War I and finishing with a consideration of propaganda in the 21st century.




We will explore the dramatic century of Stuart rule in England. This 'century of revolution' included the union of the English and Scottish crowns, the dramatic upheaval of the civil wars, and the continued political instability that led to the birth of political parties and the Glorious Revolution. While exploring these political themes we will also consider developments such as: the birth of modern news culture, crowd politics, civil society and coffee shops, the origins of empire, state formation, and the emergence of England as 'a nation of shop keepers' and Europe's great 'constitutional monarchy'.




You'll examine the development of the English countryside during the Middle Ages. You'll discuss the nature of rural settlement, high status buildings and landscapes and 'semi-natural' environments.




Between the sixteenth and the early nineteenth centuries, the English crossed the oceans and claimed territory on every continent other than Antarctica. This module surveys the creation and growth of British Empire, examining its origins and its impact on an array of peoples. In the context of studying how the empire spread and functioned, we will consider the varied experiences of Africans, Native Americans, Aboriginal Australians, Protestant refugees from the continent of Europe, the peoples of India, the Irish, and British settlers across the globe. The complex, intimate, and often violent interactions of these groups led to ideological battles pitting loyalism against republicanism, for example, and imperial "civilization" against an array of indigenous cultural revivals. At first glance these struggles may seem to place the British against the subject peoples of their empire, but on closer examination it becomes apparent that they fractured nearly every population within the imperial domains. The creative energy of the British Empire stemmed in large part from collaborations between British groups and individuals and segments of their purported imperial subjects in building, reforming, or in some cases seeking to destroy the structures of imperialism




On this module you'll study the development of the English landscape from early prehistoric times to the late Anglo Saxon period. You'll learn to identify and interpret key landscape features from the Neolithic, Bronze and Iron Ages before moving on to study Roman and Anglo Saxon landscapes. Lectures, seminars and field trips will provide you with an introduction to the approaches and sources used by landscape historians and landscape archaeologists. You'll develop your understanding of landscape history through the study of key sites such as Stonehenge, Hadrian's Wall and Sutton Hoo. The chronological approach of the module will provide you with an understanding of long term landscape change, telling the story of the English landscape from prehistory to the eve of the Norman Conquest.




You will examine Britain's expansion and decline as a great power, from the end of the Napoleonic Wars to the mid-twentieth century. During this module, you will consider the foundations of British power, the emergence of rivals, Britain's relationship with the European powers and the USA, and the impact of global war. You will also investigate the reasons for Britain's changing fortunes, as it moved from guarding the balance of power to managing decline.




The Tudors are England's most famous royal dynasty. This module seeks to move beyond the traditional stories of Henry's turbulent marriages and Elizabeth's stunning victory over the Spanish Armada. You'll gain a better understanding of the change and turmoil the Tudor century caused, not just to the monarchs themselves but to the lives of their subjects, the everyday people of England. Beyond establishing a strong chronological knowledge of the 16th century and its religious upheavals, the module will consider issues of gender; the changing construction of the social order; the importance and developing role of local elites; problems caused by poverty and dearth; and the position of England within Britain itself and within Europe.




The Great War transformed domestic expectations and ushered in an age of Mass Democracy and economic hardship. After 1945 the welfare state and full employment saw rising affluence, accompanied by the emergence of youth cultures, a sexual revolution and new forms of radicalism and identity politics. The economic crisis of the 1970s sped-up deindustrialisation whilst the neoliberalism of Thatcher and her successors deepened inequalities and stoked nationalist sentiment. We explore the social, political and economic history of these tumultuous years.




We will explore female involvement in politics, from the Duchess of Devonshire's infamous activities in the 1784 Westminster election until 1919, when Nancy Astor became the first woman to take her seat in the House of Commons. We will examine topics including the early feminists, aristocratic female politicians, radical politics and the suffragettes, and will investigate the changes and continuities with female engagement with the political process from the eighteenth century through to the twentieth century.




This module examines the issue of gender in European history, between 1500 and 1750. Using a variety of written and visual sources, and including a comparative element, we focus on the following themes: definitions of femininity and masculinity; marriage, family and life cycles; queens and queenship; honour and sexual identities; charity and welfare; women and work; material culture; women in the new world; education and learning, and early feminists.



Students must study the following modules for 60 credits:

Name Code Credits


In this module, you will explore how the past is constantly constructed and reconstructed in the present. In the first part of the module we will consider how mnemonic processes are created, by who, and for what purpose. Commemoration, memorialisation, and visual representations form a key part of this process. In the second part of the module, we will study the ways in which individuals and groups remember and how this often differs from official or mediated discourses. In the third and final part, we will explore various 'memory conflicts' and their present day consequences. Throughout, film, photography, visual and audio media, and oral history will form key components of our studies.




This module provides the opportunity to work on an independently-researched dissertation on an aspect of Film, Television and/or Media Studies; you will choose and negotiate the topic of your choice to gain approval. You are able to choose whether you do the dissertation module in the Autumn or the Spring Semester of your final year, whichever fits in better with your schedule of modules. You need not relate directly to material taught in previous modules, although it is expected that dissertations will draw on and reflect upon perspectives and methodologies introduced earlier in the degree course.




This module provides the opportunity to work on an independently-researched dissertation on an aspect of Film, Television and/or Media Studies; you will choose and negotiate the topic of your choice to gain approval. You are able to choose whether you do the dissertation module in the Autumn or the Spring Semester of your final year, whichever fits in better with your schedule of modules. You need not relate directly to material taught in previous modules, although it is expected that dissertations will draw on and reflect upon perspectives and methodologies introduced earlier in the degree course.



Students will select 30 credits from the following modules:


Name Code Credits


Today more films are made from adaptations than wholly original screenplays. All scriptwriters preparing for work in the business today should therefore be aware of the process and nature of script adaptation. You will explore the practice of scriptwriting, dramaturgy and story structure; and explore key theories of adaptation, from the earliest ideas of 'fidelity' to the source, to later approaches emphasising intertextuality, and the movement of narratives across media. You will examine a series of different examples of narrative adaptation across literary and media contexts.




Today more films are made from adaptations than wholly original screenplays. All scriptwriters preparing for work in the business today should therefore be aware of the process and nature of script adaptation. You will explore the practice of scriptwriting, dramaturgy and story structure; and explore key theories of adaptation, from the earliest ideas of 'fidelity' to the source, to later approaches emphasising intertextuality, and the movement of narratives across media. You can examine a series of different examples of narrative adaptation across literary and media contexts.




What happens to the study of television, film, and other forms of media if we take into account the representation of animals? Throughout this module you will discover, critique, engage with, and apply multiple frameworks useful for thinking about the functions animals fulfil within media. In doing so, you will critique the hitherto human-centric nature of the majority of academic thinking, and explore why thinking about animals matters. You'll cover a wide range of theoretical and practical approaches for discussing animals and human-animal relationships. For example, human-animal studies and critical animal studies are relevant interdisciplinary approaches, and you'll also explore topics such as posthumanism. Key to the module are debates about representation, and you will examine a variety of television programmes, films and other media, to unearth how animals are used in different kinds of culture. This will also map onto debates about genre with, for example, discussion of how human-animal hybrids are represented in science fiction, or the multitude of animals that appear in children's culture. The module will enable you to examine representations more thoroughly and with more nuance. It will also encourage you to think about the implications of animal representations in media, in terms of debates such as animal welfare and environmentalism.




How has British cinema developed through the 21st century? What has it learned from the successes and failures of its own past? By focusing on British film and British film culture from the 1960s to the present day, this module will give you new and different perspectives on the modern British film industry, and the films it produces. You'll get a grounding in the important movements, directors, genre, cycles and stars within the last 6 decades of British film. You'll learn how to examine and analyse those people, films, and movements within a cultural and industrial context, considering the social, technological, artistic and ideological motivations underpinning the creation of 'British' film. Central to this will be your exploration of how 21st century British cinema understands and exploits its own history, from Ealing Studios and Hammer Horror to claims of the 'boom and bust' economic cycle of British production.




Module Description (This module is about) This module explores the ways in which cinema and television have engaged with discourses of crime and punishment across the history of the two mediums. It will look at the ways in which screen cultures have circulated and contested historical understandings of crime, criminality and justice, but also ongoing debates regarding cinema and television's influence on the propagation and perception of criminal behaviour. The module will explore a range of film and television genres that focus on crime, investigation and the penal system, and that have incorporated scientific and technological innovations with regard to surveillance and detection, including: gangster films, police procedurals, delinquency films, true crime, prison dramas, crime appeal programmes, superhero movies, and forensic crime dramas. We also map the ways in which these genres have responded to different historical, national and social contexts, and explore the ways in which a range of converging identities (gender, sexuality, class, race, ethnicity, generational identity) have influenced these contradictory depictions and discourses. This interdisciplinary module will explore the relationship between media history, theory and representation, drawing upon theories from fields including film studies, television studies, cultural studies, gender studies, sociology, criminology, psychology, and science and technology studies.




This module offers an overview of critical and theoretical approaches to gender and genre in film and television, focusing particularly on North American media, over the last decade. The module is taught by seminar, tutorial and screening and the topics explored may include: the articulation and development of postfeminism in film and television; popular and independent film; feminism and authorship; media responses to the political and cultural contexts of postfeminism; responses to the recession; race and the limits of feminist representation; motherhood and fatherhood; representations of queerness.




This final year module will pick up on the theoretical frameworks that you gained during your first two years of study and use them to focus on discussions about the ways in which gender, as well as class, race and sexuality are represented across various television genres. We use the concept of postfeminism as one which frames the ways discourses of gender in popular culture as a theoretical basis from which to proceed. We explore the medium of television as a textual entity, a social activity (i.e. the focus on audiences and viewing), and a political agent (ideology and power) and focus specifically on the ways in which these intersect with and inform the representational politics of the texts under discussion. The predominant texts under discussion in this module will be drawn from British and American Television enabling us to examine the specificities and similarities of these two cultural contexts




In this module you will investigate a range of changing audience practices and cultures in the twenty-first century. You will be introduced to some of the key research on, and theoretical debates around, audience practices in relation to changes in distribution, technology and evolving forms of engagement. You will also study social practices and fan cultures surrounding new technologies, transmedia storytelling, branding, steamed media, event cinema, theme park attractions and other participatory cultures. Investigating Audiences will enable you to expand your critical and analytical skills, and also to develop your abilities as an audience researcher. You will evaluate and assess published academic writing on audience research methodologies, which will then enable you to exercise critical judgement in the design of your own empirical research project.




This module aims to introduce you to approaches to cinema as it relates to national, transnational and global discourses. Japanese cinema forms the focus of the module, largely because it has been at the forefront of non-Anglo/American cinematic discourses since the earliest periods of "world" cinema history. Investigating Japanese cinema case study films will allow you to pose a variety of important questions in relation to the history, techniques and culture of cinema as it is consumed around the world. The module is divided into three sections, roughly historically. In the first section you will examine the golden age of Japanese cinema through the works of filmmakers such as Akira Kurosawa and Yasujiro Ozu. You will explore the history of Japan's national film industry, its canonisation, the beginnings of international Japanese cinema, and some of the aesthetic innovations of Japan's cinematic "Golden Age". The second section examines Japanese genre cinema. By focusing on some of Japan's famous filmmakers and franchises, including Godzilla, you will explore Japanese film through an inter- or transnational lens. You will also consider other important questions; for example, why is it that some film genres travel and others do not? The final part of the module will consider contemporary Japanese cinema through transnational and global frameworks. You will look at the current rise in international popularity of Japanese filmmaking, assessing the importance of cycles of filmmaking, audiences and distribution to the notoriety of Japanese cinema on a global level. These discussions are intended to reframe discussions on current and past Japanese filmmaking, challenging existing theorisations of Japanese cinema by examining it through alternative methodological frameworks. There is no expectation that you should be able to speak Japanese, nor are you expected to be an expert in Japanese cultural studies. While the module does focus on the history and culture of Japan and Japanese filmmaking as specific to this national cinema, it is intended to provide you with the tools to study other national and global cinemas too. By taking in a range of frameworks from the national to the global, the module is intended to provide you with a set of theoretical concepts relevant to every cinema, everywhere and throughout film history.




Contemporary Native America is often visible only as a cultural stereotype, making the complexities of contemporary tribal experiences invisible within the American national narrative. In this module you will consider contemporary Native American self-representation, exploring recent Native writing and film as sites of cultural and political resistance, and analysing the ways in which a diverse range of Native authors, screenwriters and directors respond to contemporary tribal socio-economic and political conditions within the US. Taking popular ideas of 'the Indian', you'll consider the ways in which stereotypes and audience expectations are subverted and challenged. You'll make connections between these distinct groups of writers, to consider topics such as race and racism, indigeneity, identity, culture, gender, genre, land and 'home', community, and political issues such as human rights and environmental racism. You'll assess how complex Federal-Indian histories are related to diverse contemporary political events such as the indigenous Idle No More movement, and the NDAPL oil pipeline controversies. You will also explore how Native writers engage with the political paradox of remaining colonised within the 'Land of the Free'. Through seminar based discussion, you will develop a broad understanding of the contemporary issues faced by Native peoples, a familiarity with the ways in which stereotypes and audience expectations are subverted and challenged by Native authors, screenwriters, and directors, and insights into the ways in which Native peoples are shaping the debates around contemporary tribal socio-economic and political conditions. You will be assessed through coursework, reflective reports, and student-led workshops, and gain expertise in communicating your ideas via student-led group work and seminar discussion. On successful completion of the module, you will have the knowledge and skills to assess the complexities and diversities of Native American cultural and national identity, and the literary and cinematic strategies of Native writers and filmmakers.




Science Fiction films and television series have provided a significant focus for addressing social, cultural and political issues. You will look at the historical development of the genre, with an emphasis on situating examples of films and television programs within their historical and cultural context. The module also concentrates on issues surrounding human identity, as played out in this genre. A range of films and series episodes from both the US and UK will be screened and various clips will also be discussed in seminar.



Students will select 30 credits from the following modules:

HISTORY MODULES Students are not permitted to take the HIS Dissertation module (HIS-6022Y)

Name Code Credits


This module provides a practical introduction to Digital History. You'll develop the intellectual research tools to critique digitised and born-digital sources and at the same improve your understanding of the new ways historians are interrogating these sources in order to develop new insights and interpretations of the past. This module is designed to emphasise the skills of criticism and increase your knowledge of the major methodologies of digital history.




Fieldwork is a key part of landscape history and this module will give you hands-on practical experience of a range of landscape survey methods. Our fieldwork week takes place during the summer and will provide you with training in various survey techniques that can be applied to earthworks and buildings. Your surveys will form the basis for site drawings and a research project on the site we have surveyed. Seminars and field trips take place in the autumn semester and will cover topics such as drawing earthwork plans and carrying out original research using archive maps and documents. By the end of the module you will be able to recognise and interpret historic landscape features in the field and use a combination of survey work and original research to understand them.




The end of the First World War witnessed both the expansion of the British Empire to its largest extent, covering a quarter of the globe, and the destruction of its colonial rivals. However, the First World War also unleashed nationalist forces that would challenge the British imperial system. This resulted in outbreaks of riots and resistance against British rule in Ireland, India, Mesopotamia and Egypt. Weakened economically and socially by the gargantuan effort of winning the war, how would Britain maintain her far-flung lines of empire? You will examine how Britain attempted to secure her strategic interests both within an era of growing nationalist resistance from within the Empire and against external threats from a resurgent Japan, Germany and Italy. You will be introduced to the high-tide of war imperialism; inter-war imperial defence; the crisis of empire Britain faced in Ireland, India and the Middle East; the 'family-network' of the 'white' Dominions; colonial development in Africa and the Caribbean as well as what it meant to fight the Second World War on an imperial footing during the campaigns in the Mediterranean and North Africa, finishing with the strategic abyss that was the fall of Singapore in February 1942. By examining the pressures policy-makers faced from within the Empire and from outside you will seek to gain a deeper understanding of how the British Empire functioned during this pivotal period of the imperial project.




For all people, from kings to commoners, daily life in the early modern period revolved around the consumption of food. Preparing, presenting, and eating food was central to social lives and had cultural significance. Food played a major role in political developments at international, national and local levels, with concern focused on regulation, the avoidance of contamination, agricultural improvement, nutrition, and imperialist expansion. During the early modern period economic cycles were dependent on the weather, which affected local harvests. For centuries before the European discovery of America, cannibalism had served as a marker of evil. It figured prominently in mythic depictions of distant, dangerous peoples, and accusations of cannibalism accompanied widespread attacks against Jews. The early European adventurers who explored Africa and the Americas were often preoccupied by cannibalism, and their fears were cited to justify conquest, colonization, the displacement of indigenous peoples, and slavery. Many exotic new foodstuffs arrived in Europe during this time. Spices from the East such as cinnamon and nutmeg gave flavour to products which would become staples, such as rice and potatoes. New fruits and vegetables such as tomatoes and pineapples were often initially greeted with skepticism. The impact of sugar on western diets cannot be over-emphasized, expanding waistlines, rotting teeth (it was even used as a tooth cleaning agent) and being moulded into sweet sculptures to show-off at fancy banquets. This was edible conspicuous consumption. Sugar refineries were established across Europe, and sugar was sold in cones wrapped in blue paper. Initially a food of the rich, it was eventually considered a staple food. However, the poor did not merely emulate the rich in their consumption of these products. Like many other products, sugar has a dark history too, and its production relied on slavery and the manipulation of diets elsewhere. Coffee, tea and chocolate changed during the early modern period from medicinal substances, to luxuries, to habitual products. This module will allow students to consider the venues of consumption - the coffeehouses and the alehouses, as well as taverns, markets and inns. It will also consider the surviving material culture of food - oyster shells, cutlery, crockery and cookware. The history of food trade and middlemen will, inevitably, form part of this module. The European countries with the most extensive trading networks had the most varied diets. Initially, this was the southern part of Europe - the Iberian Peninsula and Italy, where ports were supplied from the East and across the Atlantic. Eventually, the Dutch and the English overtook Mediterranean countries, allowing their citizens better diets with more exotic goods. In the London parish of St Giles Cripplegate in the late-seventeenth century there were over four hundred victuallers, many cooks, confectioners, a wafer maker, a gingerbread maker and a noodleman. Food and ways of eating were loaded with moral significance. In the minds of many commentators, diets continued to distinguish civilized peoples from savages, and humans from beasts. Closer European contacts with Native Americans and East Indians in the seventeenth century triggered a re-examination of good and bad diets, and helped inspire the first concerted efforts in England to promote vegetarianism. This module will consider the history of food from various perspectives: production, distribution, regulation, preparation, consumption, and conflict. It will draw upon a variety of historical and geographical contexts to examine how people came to eat what they ate - with Europe being the main focus, but also widening the scope to take in foodstuffs transported from right across the globe. The primary source material will also be varied, and will include export lists, diaries, travel accounts, images, surviving material culture, didactic manuals by people such as Thomas Tryon and Eliza Smith and fiction by the satirical pub landlord Ned Ward and the novelist Tobias Smollett. Twelve substantive sessions will be on these subjects: #Economies of eating - from banquets to domestic frugality #Cannibalism #Flavouring: sugar and spice #The bread of life: grains and carbohydrates. #Fridays, Fish and Empire #Preserving: fats and salt. #The fattened cow and fat pigs in clover - the agricultural revolution (fieldtrip to Holkham Hall) #Cooking - domestic, fast food and mass catering. #God and vegetables, savagery and vegetarianism #This Little Piggy went to market. Provisioning: market regulation, dearth, and riots #Beer Street and Gin Lane: Excess and intoxicants. #Wilful waste makes woeful want: Leftovers, adulteration and mouldy food.




This module examines the theory and practice of grand strategy in historical and contemporary contexts from a variety of analytical perspectives. It defines grand strategy as 'the calculated relation of means to large ends'. It focuses on how parts relate to the whole in whatever an individual, a corporation or a nation might be seeking to accomplish. The strategists considered range over some two and a half millennia. Some represent the best thinking and writing on this subject; others exemplify success and failure in the implementation of grand strategy.




We will examine the wider subject of resistance to royal authority by men who become outlaws and their portrayal in popular legend from the Norman Conquest of England to the twentieth century, with its focus being the outlaw for whom the name Robin Hood has become an archetype. We will examine the stories of medieval outlaws before going on to look at the Robin Hood tales in particular. We will then follow Robin Hood into the early and modern periods, through children's literature and on into the modern renditions of Robin Hood in film and in pantomime.




More than a century after Lenin's Bolsheviks proclaimed the world's first socialist revolution in Petrograd, the events of 1917 retain their power to fascinate, inspire, bewilder and repel. How can we understand the Russian revolution, why did it happen, and what did it mean for the people who made and lived through it? On this module we'll use a range of sources, including contemporary documents, newspaper reports, and memoirs - some translated specially for this module - to answer these questions. We start with the run-up to the revolutionary events of 1905, when the whole empire was convulsed with strikes, uprisings and armed clashes. We then take the story through the Tsarist regime's attempt to shore up its authority through limited constitutionalist concessions, before looking at World War One and the fall of the monarchy. We'll look in detail at what happened in 1917 and why - not only in the Russian heartland but also in certain non-Russian parts of the empire. Finally, we'll examine the civil war and why the Reds won. Throughout, we put the story in its historical, political and geographical context, always with an eye to its impact on later developments up to today. By understanding the events of a century ago, you'll gain insights into the Russia of today and the troubled and turbulent post-Soviet area. You'll also gain invaluable experience of carrying out in-depth independent research and presenting your findings.




This module begins by surveying African, Native American and European labour regimes in the fifteenth century in order to establish a foundation for studying the transformations that followed European imperial expansion and the inauguration of the transatlantic slave trade. We will examine the process of enslavement in Africa, North America, and the Mediterranean; the ransom, exchange and sale of captives; and the development of slave markets in the European colonies in the Americas. We will study childhood and family life in various enslaved communities; the material lives of slaves and the rise of distinct cultures within the African diaspora. We will compare the Portuguese, Spanish, Dutch, French and British Empires with regard to the practice of slavery. We will also trace patterns of slave resistance, escapes, rebellions, and the creation of maroon communities. The semester will end with an examination of the tangled international politics surrounding the abolition of the transatlantic slave trade and the end of plantation slavery across the Atlantic World.




We will explore the impact of the First World War on European and non-European states, societies, and cultures. Our aim is to broaden and deepen the students' knowledge by introducing some of the lesser known aspects of the conflict, such as the campaigns on the Eastern front, in Africa, or the Middle East. Students will investigate the role and perception of colonial troops in the European theatre of war and examine the war efforts of countries such as Italy, Serbia, the Ottoman Empire, and Australia. Further topics to be discussed include alliance politics and the role of neutral states, psychological effects of 'industrialised slaughter', atrocities against non-combatant civilians, captivity and occupation, state propaganda and the spiritual mobilisation of intellectuals, as well as processes of social change with regard to home and family life, ethnicity and class. We will draw on a wide range of primary sources, including poems, paintings, and film. In their coursework, students will have the opportunity to study more specific issues, such as naval and aerial warfare, British military strategy, civil-military relations in democratic and autocratic states, medical innovations, the war experiences of children, or questions of memory and commemoration.




You'll explore key themes and topics in the history of twentieth century sport, from the founding of the modern Olympic Games in Athens in 1896 to the impact which the collapse of socialism had upon sport at the end of the century. Sport's interaction with empire, nationalism, fascism, socialism and capitalism will be considered, demonstrating that the political history and international relations of the century are deeply entwined with it. As an aspect of social history, issues of gender, race and disability are inseparable from this topic, as are the harnessing and exploitation of sport as a means of war or reconciliation at various periods throughout the century.




You will be introduced to the darker side of life in Victorian Britain. Though this was undoubtedly a period of economic prosperity, not everyone shared in the gains. You will look at those who, for reasons of poverty or 'deviance' were confined to the margins. Topics include the criminal and insane, gender and insanity, prostitution, drink, slums, the London Irish, and Jack the Ripper. By looking at the margins and the misfits, we will seek to gain a deeper understanding of British society in the 19th century.




The importance of youth as a driving force for social change has been recognised by many historians. Young people were often at the forefront wherever revolutions took place, wars were fought and tensions in society erupted. However, the historical study of youth is still a relatively young discipline. This module uses 'youth' as a prism to study key themes in 20th century European history, such as the experience of war, life under dictatorship and the longue duree of social change. We shall examine the diverse experience of youth in Western and Eastern Europe during war and peace times, including the Communist and Nazi state-sponsored youth systems, and also the way in which generational experience and conflicts became underlying forces for social and political change. The module employs a strong comparative approach and countries studied include France, Britain, the Soviet Union, West and East Germany, Poland, Hungary and Czechoslovakia. The seminars will be accompanied by several film screenings.




Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. In some cases optional modules can have limited places available and so you may be asked to make additional module choices in the event you do not gain a place on your first choice. Where this is the case, the University will endeavour to inform students.

Further Reading

  • The Community Cinema

    Cinema-going has retained its popularity in the 21st Century as a space in which to socialise watching films. But where do rural cinemas fit into the cinematic experience?

    Read it The Community Cinema
  • Black Mirror

    How Black Mirror combines a disturbing future with a familiar past.

    Read it Black Mirror
  • UEA Award

    Develop your skills, build a strong CV and focus your extra-curricular activities while studying with our employer-valued UEA award.

    Read it UEA Award

    This is your chance to ask UEA's students about UEA, university life, Norwich and anything else you would like an answer to.

    Read it ASK A STUDENT

Entry Requirements

  • A Level BBB or ABC including a History related subject or BBC including a History related subject with an A in the Extended Project
  • International Baccalaureate 31 points including HL 5 History
  • Scottish Highers AABBB including a History related subject
  • Scottish Advanced Highers CCC including a History related subject
  • Irish Leaving Certificate 2 subjects at H2, 4 subjects at H3 including a History related subject
  • Access Course Humanities & Social Sciences pathway preferred. Pass the Access to HE Diploma with Merit in 45 credits at Level 3 including a History module
  • BTEC DDM, alongside grade B in a History related subject A-level (or equivalent qualification). Excludes BTEC Public Services, BTEC Uniformed Services and BTEC Business Administration.
  • European Baccalaureate 70% including 70% in History

Entry Requirement

If you do not meet the academic requirements for direct entry, you may be interested in one of our Foundation Year programmes.

Students for whom English is a Foreign language

Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including writing, speaking, listening and reading):

  • IELTS: 6.5 overall with a minimum of 5.5 in each component

We also accept a number of other English language tests. Please click here to see our full list.

INTO University of East Anglia  

If you do not yet meet the English language requirements for this course, INTO UEA offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study: 

INTO University of East Anglia

If you do not meet the academic and or English requirements for direct entry our partner, INTO University of East Anglia offers guaranteed progression on to this undergraduate degree upon successful completion of a preparation programme. Depending on your interests, and your qualifications you can take a variety of routes to this degree:

·         International Foundation in Business, Economics, Society and Culture (for Year 1 entry to UEA)

·         International Foundation in Humanities and Law (for Year 1 entry to UEA)



Most applicants will not be called for an interview and a decision will be made via UCAS Track. However, for some applicants an interview will be requested. Where an interview is required the Admissions Service will contact you directly to arrange a time.

Gap Year

We welcome applications from students who have already taken or intend to take a gap year.  We believe that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry on your UCAS application.


The annual intake is in September each year.

Alternative Qualifications

UEA recognises that some students take a mixture of International Baccalaureate IB or International Baccalaureate Career-related Programme IBCP study rather than the full diploma, taking Higher levels in addition to A levels and/or BTEC qualifications. At UEA we do consider a combination of qualifications for entry, provided a minimum of three qualifications are taken at a higher Level. In addition some degree programmes require specific subjects at a higher level.


GCSE Offer

You are required to have Mathematics and English Language at a minimum of Grade C or Grade 4 or above at GCSE.

Course Open To

UK and overseas applicants.

Fees and Funding

Undergraduate University Fees and Financial Support

Tuition Fees

Information on tuition fees can be found here:

UK students

EU Students 

Overseas Students

Scholarships and Bursaries

We are committed to ensuring that costs do not act as a barrier to those aspiring to come to a world leading university and have developed a funding package to reward those with excellent qualifications and assist those from lower income backgrounds. 

The University of East Anglia offers a range of Scholarships; please click the link for eligibility, details of how to apply and closing dates.

How to Apply

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

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

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

Further Information

Please complete our Online Enquiry Form to request a prospectus and to be kept up to date with news and events at the University. 

Tel: +44 (0)1603 591515


    Next Steps

    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

    Admissions enquiries: or
    telephone +44 (0)1603 591515