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BA (Hons) History

 

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Institution C58

UCAS V100

3 Years Full Time

Entry Requirements and Fees

2020/21 UK fee: £9,250

2020/21 International fee: £13,500

For further details about fees, please see our Tuition Fee page

 

Typical Offer (individual offers may vary):

  • UCAS Tariff points: 104 - 120 (A levels or combination with AS / EPQ / BTEC / Cambridge Technical)
  • A levels: BBB - BCC 
  • Access to HE Diploma: Pass 
  • International Baccalaureate: 28 points 
  • IELTS 6.0 overall with no element lower than 5.5

Student view

Heather-Ann Dunlop
Graduate, BA (Hons) History
"My readings enabled me to form better opinions, develop new ideas and add new dimensions to these ideas. Being able to research in this environment, with the support that was offered to me was an exceptional experience that will be difficult to replicate."

Course content

As a History student at Chichester, you will study a dynamic and challenging subject, explore diverse aspects of past cultures and gain a rich perspective on current issues. Over the course of your degree, you will develop your knowledge of British, European and international history.

In addition, you will study key periods that build on your current studies, including, Medieval and Tudor England, Modern British and European history, as well as African and American history.

Importantly the degree is made to further your next step to employment by offering key modules in museum and gallery practice and helping you turn your skills into employment. Whatever aspect of Historical life you wish to continue we are here to help you gain the confidence to reach the next destination. 

Modules

  • Medieval Europe
  • Medieval England
  • Crusades
  • Witchcaft
  • The Hundred Year War
  • Early Modern Europe
  • The Tudors
  • The Enlightenment
  • Stuart England
  • Social History of Seventeenth Century England
  • Court Life
  • Louis XIV's France
  • Versailles
  • French Revolution
  • Victorian Britain
  • Fascism
  • World War I
  • World War II
  • Cold War
  • Modern Britain
  • Modern Europe
  • Research Methodology
  • Post War Britain (Cool Britannia)
  • Modern America
  • New York City
  • Urban History
  • Legacies of War and Holocaust
  • African History
  • African Diaspora
  • Civil Rights
  • Decolonization and Independence Movements
  • Military history
  • Women's history
  • Modern Social History
  • Russian history
  • Middle East (Area Studies)

Our facilities

Bishop Otter campus – where you will be based

Over the past few years, we’ve redeveloped both of our campuses so that you have the best facilities available for your degree. We pride ourselves on the quality of the learning environment we can offer our students. We offer a substantial collection of books, journals and other materials to help you further your research. A range of study areas for group and quiet study, including Wi-Fi areas for laptop use are available, or you can use our open access PC and Mac areas.

Our Learning Resource Centre is the hub of the learning environment. It has two upper floors of library resources, one for silent study and one for quiet study, both of which have recently been refurbished. On the ground floor, you’ll find the Support and Information Zone, Media Centre, Costa Coffee and a variety of IT resources.

Working with our partners you will also have access to a network of leading museums and archives that link you directly to the world of work. Partners include: Weald and Downland Open Air Museum, Tangmere Aviation Museum, and West Sussex Record Office.

 

Where this can take you

A History degree is a great point of entry into the world of work. Many of our students turn their passion for the past into careers as history teachers. Some students choose to develop their interests by working in museums, galleries or other heritage venues. Others apply the skills learned on the degree to the world of journalism and public service. 

History at Chichester is therefore a great place to start a new career path. It is also a place where you will feel part of a scholarly community in which ideas, cultures, peoples and places come to life through enquiry, discussion and debate.

Postgraduate Pathways

Alumni receive a 15% discount on postgraduate courses at Chichester.

Postgraduate study options available at Chichester include: 

  • MA Cultural History
  • PGCE
  • Postgraduate Research (PhD)

Work placements

On the BA (Hons) History you will have the option in year two to work with a sector-leading museums, galleries or heritage sites.

Our prestigious partners include: 

In addition we employ a number of internationally-recognised journalists and filmmakers who provide lectures on this sector of employment. 

 

Indicative modules

Year One

Renaissance & Reformation Europe, 1469-1609

This module begins by exploring the revival of classical antiquity that blossomed in Italy in the fourteenth and fifthteenth centuries that 19th historians labelled the ‘Renaissance’. This cultural movement came at a time when Europeans were profoundly dissatisfied with the corruption endemic within the Catholic Church. The intense textural criticism promoted by Renaissance humanists prompted religious reformers, like Colet in England and Erasmus in Holland, to translate and reinterpret the Bible. Martin Luther in Germany was unable to reconcile his understanding of the gospels with that of the Catholic church inspiring other ‘protesters’, like Jean Calvin in France, to found new churches. A series of internecine religious wars erupted permanently splintering Christendom. By examining political, intellectual and religious development, popular, elite and court culture, warfare and international relations and gender issues across Western Europe, and also in the Ottoman Empire to the East, students will gain a better understanding of early modern European society and the way it responded to pressure and change. This also serves as a useful introduction to the level I module “Torture to Terror: European Order & Repression, 1492-1792” (HIL123).

Torture to Terror: European Order & Repression, 1492-1794

Dramatic advances were made during this time in the realms of political theory, rational philosophy, diplomacy, science and global commerce following the voyages of discovery, culminating in the so-called ‘Age of Reason’ in the eighteenth century. Nevertheless, the period is dominated by brutality, atrocity and savagery as the persecution of witches and religious minorities, endemic warfare and the trade in slavery testify, concluding with the French Revolutionary Terror, 1792-94. The module begins with an examination of the destruction of the Indies by Spanish Conquistadores, introducing recurrent themes and debates, such as the interaction between European and non-European cultures, ‘just’ welfare, colonial exploitation, religious and cultural oppression, torture, slavery and human rights. Topics to be considered include theories of ‘absolute’ government and resistance from Machiavelli to Hobbes; the British Civil War; Witchcraft and Magic; the Spanish Inquisition; the Thirty Years War; 1618-48; the C17th Dutch Economic ‘Miracle’; the Scientific ‘Revolution’; Peter the Great’s Russia; the eighteenth-century Enlightenment; and the French Revolution/Terror.

Hollywood/Paris and the Makings of National Imaginations in the Twentieth Century

The module introduces students to how cinema in the USA and France has shaped national identity. It begins with a general theoretical elaboration on the subject by discussing the key conceptual overview publications of Siegfried Kracauer, Mette Hjort, Anthony Smith, and Peter Williams. Subsequently, the module develops with reference to the two selected national case studies. Firstly, the focus is on the creation of modern American national identity through the genre of the Western. Attention is next paid to how films such as Soldier Blue (1971) and McCabe and Mrs Miller (1971) used the Western to offer more critical readings of ‘being US American’ during and after the Vietnam war. The second case study focuses on France and selected French filmmakers’ representation of traditional ‘small town’ provincial life. The films of directors Marcel Pagnol and Jacques Tati are raised to debate how light social comedy projected a popular patriotic vision of France, c.1930-1970. The module concludes by posing the counter-question: which trans-national forces undermine national identity construction in cinema?

Modern & Contemporary British History

The module will be organised around three inter-related themes: (i) the changing nature of the modern (welfarist) and interventionist (mixed economy) state, (ii) the shifting power relationship between majority and minority cultures, and (iii) the notion of the nation, national identity and 'Britishness' both internally (in the United Kingdom and Ireland) and internationally (in relation to Europe, the commonwealth and notions of Empire) in a period of rapidly changing global redefinitions and reorganisations.

Africa and the African Diaspora in the Making of the Modern World

The module is divided into four sections in order to explore four key areas in which Africa and the African Diaspora have played a major role in the making of the modern world. Section one examines the consequences of trans-Atlantic slavery for Africa and the modern world and the impact of the Haitian Revolution. Section two examines the consequences of colonialism in Africa. This section also focuses both on the ideologies of racism that accompanied slavery and colonial rule and presents an introduction to Pan-Africanism as an example of an ideological form of resistance and affirmation. Section three focuses on slavery and its consequences in the United States, including the emergence of the Civil Rights and Black Power movements in the period following World War Two. The final section focuses on post-war Britain and in particular the impact of mass migration from the Caribbean. It aims to introduce students not only to the demographic and political consequences of post-war migration but also and to the varied strategies of affirmation and resistance employed by Britain’s new Caribbean population.

Fascism and Post-Fascism in Europe

Fascism will be studied in terms of its implementation, but also in terms of resistance to its message.  By looking at a variety of case studies (Italy, Germany, France, Britain, Spain and Portugal), we will discuss the way in which the ideology was embraced and fought against.  By looking at fascism as a flexible ideology and the inspiration for varied political movements, the modules will consider its broad influence on European history.  Fascism is often confined to the 1930s and 1940s, though this module will look at the surprising persistence of fascist ideology in new forms after the defeat of Nazi Germany and Fascist Italy.  Looking at literary and cultural forms of post-fascism will help to demonstrate how many of the core messages of ideological fascism survived despite being politically discredited.  This, in turn, will help to show how the core values and ideologies of fascisms were rekindled in the new wave of Populist Nativist politics in Europe.

Imagined Communities: Regionalism in Modern European History

The subject of regionalism is addressed through a discussion of its definitions, origins and development: the module makes cross-European comparison, with special reference to France, Spain, Great Britain, Belgium, Germany and Italy. The phenomenon of regionalism is considered as it develops at the same time as late nineteenth-century nationalism. Comparative interpretations of nationalism will lead the students to consider alternative development models and challenges to unitary nationalism, initially in the unification of Germany and Italy. From this, we will move on to specific case studies which develop theoretical discussions with reference to greater detail and tangible examples. Throughout, we will consider the political implications of regionalism on the traditional left/right spectrum. We will analyse how regionalism has had a fickle political heritage, tracing it from the preserve of the conservative right to its role in anti-Globalisation protests.

Thatcherism and After

The course will provide a historical context to the governments of Mrs Margaret Thatcher, PM, and subsequent administrations that have continued to be influenced by her actions and political ideology. It will also unpack the meaning of the term 'Thatcherism' and situate this political belief system in comparison with other forms of Conservatism. Key themes to be addressed will include the political climate of the 1970s that gave British Conservatism a theatre of operations out of which to mount a series of electoral victories; discussion of Thatcherism's economic policy and practice; and the significance of Thatcherism for the wider popular culture at it's high point (circa 1987). In addition, it will track the changing shift in Thatcher's and her supporters' attitudes and policies towards the development of the European Union. This will include discussion of Mrs Thatcher's own shift in perceptions from Europhile to Eurosceptic, and the noting of the importance of foreign policy as a vector for complaint and the disillusionment of non-Thatcherite conservative politicians and actors (for example, Michael Heseltine and Lord Howe). It will also discuss how Thatcherism thrived on a polarized world view that divided the political space into allies and enemies. The cultural impact of Thatcherism will be analysed - notably underlining how it was as much through the 'arts' that a left critique of Thatcherism, picking up and developing this aspect which will have been signalled in the majority of preceding sub-sections.

The Tudors, 1485-1603

This module begins by introducing the Tudor monarchy as a whole through the key themes of personal monarchy and display, and considers the various loci of power - Parliament, Privy Council, Church, Crown and court - during this period. It then moves chronologically through the monarchs and events of the sixteenth century, beginning with Henry VII (the last medieval or first modern king?) and ending with Elizabeth I (one reign or two?). Students will consider the role of political faction in the decision-making process under Henry VIII; the impact of the Reformation at the centre and in the localities; the shaping of monarchical authority by the royal minority of Edward VI; and the female monarchies of Mary and Elizabeth. Throughout there is introduction to primary sources and to some of the major historiographical debates surrounding these issues, enabling students to think critically and independently about the controversial questions attached to this intense period of social and economic change.

The United States: From the Revolution of Reason to the Great Society, 1763-1970

The identity and interrelationship of ideals, principles and practices in government will be traced in the context of social conditions across the United States. At certain junctures these explorations will give students the opportunity to discuss diverse primary source material and encourage them to develop an independent and rigorous view of the subject at large. The module will give students the opportunity to analyse the distinctive origins of American political thought and constitutional practice, the ‘peculiar institution’ of slavery, the origins of the civil war, the evolution of popular culture with special reference to jazz, the pursuit of civil rights and the emergence of the United States as a world power.

The Black Death, 1348-1500

This module will outline the context of the Black Death in the fourteenth century especially in light of the Great Famine of 1315-17. The pandemic will be tracked across Europe and its effects studied, in light of religious intolerance, especially towards Jewish communities. Using contemporary sources and demographic evidence the pandemic in England will also be tracked and studied. Its long term effects in population, religion, political and artistic fields will examined and the changing nature of late medieval society in the wake of this event studied. The module will end by asking whether the Black Death was responsible for the many upheavals of the late- fourteenth to early sixteenth century, such as the Peasants’ Revolt, the end of feudalism, the decline in monasticism and rise in personal piety, or whether these were inevitable.

 

Year Two

Medieval Heresy, 1150-1500: From the Cathars to Erasmus

The module will examine the definition of heresy within the Christian tradition. It will seek to explain the social and religious background to the earliest Christological debates, the role of the Ecumenical Councils in the definition of heresy, the impact the counciliar decisions had on the coherence of Christian communities. It will examine dualism, exploring its origins, beliefs and diverse development as it spread westwards across Christondom, looking explicitly at its impact on the Eastern Church (Bogamils, Patarenes, Paulicans and Massalians) and politically and economically on the Byzantine Empire, and on the Western Church (Cathars). This will be linked to the development of the free preaching movements – Waldenses and the mendicant friars, the former outlaw of the papacy, the latter supported as an instrument of influence. This will touch on the rise of the inquisition and the role of the crusades in the war against heresy. Against this background, the module will investigate the development of Wyclifism/Lollardy in England (with specific reference to the South of England), and its religios and social goals, and the response of the English secular and spiritual authorities to its agenda. It will cover its eastward spread to the English secular and spiritual authorities to its agenda. It will cover its eastward spread to Bohemia and the threat this posed to the Papacy and the Catholic monarchs of Europe in the first half of the fifteenth century. The module will conclude by exploring the impact heresy has had in contributing to the end of feudalism, fuelling movements toward greater social equality, promoting improvement in education provision (particularly in supporting the rise of vernacular literatures) and in the emergence of the Reformation in Europe.

Culture & Civilisation in Late Medieval England, 1200-1547

The module offers a thematic and contextual survey of late-medieval England, enabling students to expand on their learning from the introductory module England in Europe c.1154-1400 (although attendance on that module is not a pre-requisite). It commences by problematising ‘The Middle Ages’, focusing on historiography, myth, public perception, and the constructed nature of historical periodisation. Following this, various identities (for example monastic/ecclesiastical, seigneurial, masculine and feminine) are examined, as articulated in architecture, art and literature, as well as through more conventional administrative sources. The focus is on England, but material from elsewhere may be used, and videos and field trips are normally employed in order to enhance students’ understanding of late-medieval culture and its conceptualisation.

From the ‘Angry Young’ Men to ‘Cool Britannia’: A Historical Analysis of British Cultural Activity after 1945

For the purposes of this module the word 'culture' is understood through the common, restricted and classical definition that is widely used by non-Marxist scholars across Western Europe. That is to say, culture is taken to mean literary, filmic, or other artistic forms or schools of practice. This definition does not preclude a political analysis of cultural life, it simply removes the reductionism of seeing all culture as being 'ideological' or crudely power related. However, the definition does tend to imply a focus on elite and middlebrow works rather than the more amorphous range of sources often discussed with reference to 'popular culture'. Thus, issues relating to sport, social life, leisure, eating, drinking or other popular social customs are not explored in the module. Nevertheless, the problematic questions of 'what is culture?'; or 'is culture elitist or subject to mass appeal?' will inevitably form an important sub-text to the module as a whole. In the light of this definition of culture, a representative sample of cultural production as conducted in Britain after 1945 will be explored in a broadly chronological fashion from the 1940s to the 1990s. Dominant movements will be selected for detailed analysis. These will include 'The Angry Young Men'; the '1960s'; 'British New Wave Cinema'; 'Culture and the Cold War'; 'Thatcherism and Responses to Thatcherism'. As is often the case, the terms that are used to describe these artistic-cultural movements are themselves associated with particular sub-periods of the post-war decades. These snapshots of time/cultural production form the main content of the course. They represent a sample of some of the major forms of literary-cultural activity witnessed in Britain since 1945.

Enlightenment Europe, 1688-1789

The ideas of the Enlightenement provided new ways of thinking about science, religion, education, politics and society and the place of ‘mankind’ in the world, but to what extent did the ‘philosophers’ transform society and how enlightened were they? As Kant insightfully observed in 1784 the eighteenth century was not an enlightened age, but did witness the beginning of an age of enlightenment. After examining the concept of ‘Enlightenment’ the module will investigate a number of themes in greater depth including battles over science and religion; campaigns for cultural and religious toleration; the republic of letters and the diffusion of ideas; enlightened absolutism and political reforms across Europe; the rise and impact of the popular press and novel; education and childhood; women and gender; poverty and charity; justice and commerce; race and slavery; and the Enlightenment and revolution. A number of seminal thinkers and their influence are also assessed including Locke, Voltaire, Montesquieu, Diederot, Rousseau, Beccaria and Wollstonecraft.

Stuart England: Rebellion, Restoration, Revolution, 1603-88

This module will introduce students to the ‘Stuart Age’, 1603-88. The course is structured chronologically, starting with the accession of James I in 1603 and concluding with the deposition of his unapologetically Catholic grandson James II. By exploring the radical political, religious, economic, social, cultural and intellectual changes that took place in and beyond Britain the module will assess why England went through such a period of extended turbulence and instability in the seventeenth century. In contrast with other European ‘absolutist’ sovereign states England moved in the opposite political direction, but this was far from predictable in 1625 at the accession of Charles I or 1660 when his son was restored as King Charles II. The people of England forcefully altered the nature of their government several times in this period often with bloody consequences and therefore changed their monarch peacefully through Parliament in 1688 to avoid further conflict. Far from a smooth path to democracy this was in fact an era of constitutional experimentation and innovation with advancements in science, political theory and commercial activity forcing rulers and ruled to rethink how their relationship could work in a more effective and mutually beneficial fashion.

Colonialism & Anti-Colonialism in Africa

The module begins with a survey of Africa in the nineteenth century to demonstrate that despite the impact and upheaval of the trans-Atlantic slave trade and various encroachments by the representatives of the European powers, Africans were still the key makers in their own history. It examines the factors leading to the scramble for and partition of Africa as well as African resistance to colonial conquest. The defeat of Italy by the Ethiopian empire is used as a case study to examine the reasons why most pre-colonial African states were unable to withstand European conquest. The module details the nature and extent of colonial rule and early examples of African nationalism and anti-colonial activity, which culminated in opposition to the Italian invasion of Ethiopia in 1935. Students are encouraged to consider the impact of World War 2 on the growth of anti-colonial nationalism and the extent to which the end of colonial rule was brought about by the actions of anti-colonial activity in Africa rather than simply as a result of changes in the policies of the colonial powers. The module concludes by assessing the impact of colonial rule, considering the nature of neo-colonialism. Ethiopia is again used as a case study to examine how armed struggle was widely employed during the period of the Cold War to achieve national liberation.

Africa and the African Diaspora in the Making of the Modern World

The module is divided into four sections in order to explore four key areas in which Africa and the African Diaspora have played a major role in the making of the modern world. Section one examines the consequences of trans-Atlantic slavery for Africa and the modern world and the impact of the Haitian Revolution. Section two examines the consequences of colonialism in Africa. This section also focuses both on the ideologies of racism that accompanied slavery and colonial rule and presents an introduction to Pan-Africanism as an example of an ideological form of resistance and affirmation. Section three focuses on slavery and its consequences in the United States, including the emergence of the Civil Rights and Black Power movements in the period following World War Two. The final section focuses on post-war Britain and in particular the impact of mass migration from the Caribbean. It aims to introduce students not only to the demographic and political consequences of post-war migration but also and to the varied strategies of affirmation and resistance employed by Britain’s new Caribbean population.

Vichy France: the Society, Culture and Politics of Collaboration and Resistance

This module considers the history of the Vichy regime and the wider French reactions to German occupation during the Second World War. The course begins by outlining the choices which the French faced during the defeat of June 1940. The responses of collaboration and resistance will be delineated and analysed. Students will subsequently examine the critical themes and turning points which mark the era: e.g., the break-down of the Hitler-Stalin Pact; Darlan’s flight to N. Africa, women’s experiences of resistance and collaboration, and the rise in civic violence between resistance and collaborationist forces. Having examined the often controversial nature of the historiography of Vichy, the liberation and purge trials will be analysed as a continuation of a divided France.

The 100 Years War, 1337-1453

The Hundred Years’ War took place when chivalry was at its height. The conflict has been seen as one of chivalry’s greatest moments – so many knights attempted to outdo each other in feats of bravery and skill in battle. But these wars also inverted many of the universal tenets of chivalry such as loyalty to overlords and protection of the innocent and unarmed. The module begins with an examination of the causes of the war, such as the long-standing tensions between the kings of England and France, the disputes over possession of Gascony, and Edward III’s claim to the French throne. Topics to be considered include diplomacy, such as Edward III’s recruitment of the counts of Flanders, military tactics and technology (such as the long bow and advances in gunnery), chivalry, the leadership of both the English and French armies, and the socio-economic impact of the conflicts in England and France.

Witchcraft & Magic in Early Modern Europe

This is a thematic course that focuses upon key issues in the debate over the nature of witchcraft, magic and superstition in the towns and villages of Early Modern Europe including Britain. The early modern world was imbued with notions of magic and superstition. The great witch-hunt was a manifestation of fear, but also of tensions within the local community and between the sexes. The repression of those magical beliefs and practices was related to the great cultural movement marking the marginalisation of popular culture by an increasingly separate elite. Themes to be covered include popular religion, the rise of the witch-hunts, the nature of magical and superstitious belief, the different manifestations of belief and practice across Europe, the dynamics of community accusation and state persecution, and the processes of decline. Through the wealth of available source material, in its variety of formats, students will be encouraged to explore the many historiographical debates surrounding the phenomenon.

Crime, Deviance and Punishment in Early Modern Europe: 1500-1850

This module takes a dual focus of crime and punishment in the early modern period. It asks questions such as what constituted crime? Who were the criminals? How did the state act to enforce the law and to punish wrongdoing? Perhaps most importantly, it looks at how these categories changed and developed across the broad sweep of 350 years. Although broadly following the chronology of the early modern period, the approach is primarily thematic. Aspects of criminality covered include historical approaches to the study of homicide and violence; the relationship between gender and crime, for example, in attitudes towards prostitution and infanticide, and in the prevalence of domestic crime; attitudes towards sexual crimes such as rape and sodomy; and notions of ‘social crime’ within acts of riot or protest. Aspects of deviancy considered include women's adultery and effeminacy in men. Within this thematic structure there will be a focus on crime and law enforcement in eighteenth century Britain. This was a period of unprecedented social change and wealth creation that witnessed an explosion in the number of crimes for which a person could be hanged, and the widespread adoption of transportation overseas as penal policy. The course ends with a look at the works of Enlightenment thinkers such Beccaria and Bentham and the impact of such ideas on a changing penal policy that moved swiftly from maiming and attacking the body, to 103 the rise of new penitentiary systems in the nineteenth century where, arguably, the mind became the focus for punishment.

Women and Gender, 1000-1600

The module will begin with theoretical considerations of the term ‘gender’ and its usefulness as a category of historical analysis. It will then explore major areas of research on gender and sexuality by medieval and early modern historians, examining women across all social strata, from queens and regents to prophets and peasants. Historiographical debates will receive attention, e.g. the allegedly detrimental effects of the Norman Conquest in England and of the social and religious upheavals of the late 15th and early 16th centuries. Although the main focus is on women, issues relating to masculinity will also be examined. Therefore, the module complements and prepares you for future modules such as ‘Chivalry, Knighthood and Masculinity’ at level six. Topics focused on will normally include patriarchy, matriarchy and authority; queenship, kingship and chivalry; marriage and the family; medicine and science; sexuality and prostitution; fertility and the body, and witchcraft and religion.

Work Placement

This module will consolidate students’ learning from previous modules, particularly ‘History, Heritage and Interpretation’ or ‘Introduction to British Politics’ (although attendance on either of these is not a pre-requisite), through the application of their learning experiences to a working environment. Each student will be placed with a local heritage site or Politics-related business and will be introduced to a representative from their chosen site at an early stage so that a suitable programme of work can be constructed. The timetable will consist of 24 hours on-site, ideally in blocks of four/six hours weekly (although this may depend on the preferences of the particular site), and support will be provided by the tutor throughout. Students will be encouraged to set up e-mail discussion with the tutor and each other, so that they can develop a framework of support and enhance their progression through the module. The tutor will maintain contact with the each work placement representative, and will contact them directly at least once during the on-site period.

Year Three

Louis XIV’s France, 1643-1715

The course assesses the extent to which an ‘absolutist’ monarchy was established in France in the seventeenth century. Revisionists argued that ‘absolutism’ was a myth or fabrication, revealing that Louis XIV’s authority was based on social collaboration with the elites and brilliant propaganda. This undermines the traditional protrait of an omnipotent monach who unified France by enforcing adminisitrative centralisation and cultural homogeneity. However, counter and post-revisionists have revealed that Louis XIV was a shrewd politician and an effective manager and negotiator, who was also fully prepared to exercise his divine-right prerogative powers and employ draconian measures. To test these interpretations many aspects of French society and government will be examined including political, economic developments, tensions beginning with the civil war known as the Fronde 1648-53; military reforms, diplomacy, warfare; commerce and colonial expansion; the church and religious persecution; court culture and the royal family; patronage and clientage networks; provincial identities and institutions; social developments and gender relations; the role of propoganda, art and literature; the growth and impact of public opinion.

War, Memory and Political Culture in Western Europe since 1945

This module considers how the legacies of the Second World War continued to impact on European politics and culture in the post-war period (e.g.: in Italy and Austria the return of organised fascism has brought into question myths of national identity on which the post-war state was founded; in 1990s Britain Eurosceptic Conservatives have claimed to be prepared to ‘re-fight the Blitz’).

Kingship, Queenship & Power in Late Medieval Europe

This course enables students to analyse the nature of social, cultural and political power in the late medieval and early modern periods by examining a variety of different topics such as royal ritual and lawnmaking, visual and material culture, and social exclusion and popular rebellion. The module commences by introducing models for Kingship. It then offers a survey of the exercise of power which is both thematic and loosely chronological, so that students will gain understanding of how power was conceptualised and exercised in different socio-cultural contexts and chronological periods, as well the ways in which authority was transmitted. The development of kingship and authority over the period will be explored , and key questions will include whether women rulers were simply ‘honorary kings’, and whether kings who ‘failed’ simply did not fit the gendered model.

Dictatorship, Conformity and Resistance in Hitler’s Germany, Mussolini’s Italy and Stalin’s Russia

The identity and interrelationship of state policy, bureaucratic application and collective and individual response will be traced in these three contexts in turn. At certain junctures these explorations will give students the opportunity to discuss diverse primary source material and encourage them to develop an independent and rigorous view of the subject at large and its possible applications in other areas of study and concern. Students will be encouraged to analyse the distinctive ideologies of Soviet Communism, Italian Fascism and German National Socialism, and to weigh the argument that these were in fact new forms of religion. The module will also examine the construction of these ‘totalitarian’ states in practice, and the experiences of individual and institutions caught up within these contexts, with particular reference to the churches and to cultural movements. Within this, there will be opportunities to examine the responses of particular individuals: religious, literary and artistic. Finally, the module will seek to address these strains not as national histories, but as a contribution to a history of international society.

The Cultural History of Death

How people have treated their dead provides insights into their cultural behaviour, ideology and social order. The module commences with a broad chronological overview of some of the ways in which the dead have shaped the landscape, beginning with prehistoric sites like Stonehenge and Avebury and concluding with nineteenth and twentieth century extra-parochial cemeteries and crematoria. The module then continues chronologically from the Middle Ages to the early twentieth century, looking at beliefs about, and attitudes towards, the dead, and how these have shaped mortuary culture. The final session brings the module into the twenty-first century, looking at recent disputes about the historic dead, and in particular calls for the repatriation and re-interment of the remains of indigenous peoples.

Pan-Africanism

The module aims to build on the work undertaken by students in other modules in this subject area by providing an in depth focus on ideologies, political movements and key activists concerned with the political unity and liberation of Africa and the African diaspora. It traces the evolution of Pan-African ideologies and movements from the nineteenth century onwards and considers why they emerged and what political problems they were addressing. Examples are drawn from the African continent, the United States, Europe and the Caribbean and although mainly focusing on political manifestations of Pan-Africanism the module also considers the role and influence of cultural manifestations such as the Harlem Renaissance and Négritude. In particular the module allows students to analyse the significance of the ideas of key ideologists an activists including Edward Blyden, Marcus Garvey, George Padmore, W.E.B. Du Bois, Aimé Césaire, Malcolm X, Kwame Nkrumah, Franz Fanon and Amilcar Cabral. Students are encouraged to undertake their own research projects in order to examine particular aspects of Pan-Africanism and the influence and legacy of key activists.

Global Cold War

The traditional historiography of the Cold War focused predominantly on the two superpowers, i.e. the United States and the Soviet Union, and the European theatre of the conflict. This module, in contrast, offers students a different, less Euro- or Western-centric view of the Cold War. Therefore, the module will first focus on the historiography of the Cold War, and discuss the orthodox, revisionist, and post-revisionist schools, as well as the more recent, new, international, or global Cold War history, in which the Global South has become centre stage. Then we will look at the origins of the East-West conflict, and how it rapidly spread to the Third World. From there on the focus will be on the rivalry between the United States and the Soviet Union in the Middle East and the decolonisation processes in Asia and Africa, especially in the field of development. Both the Americans and the Soviets believed that their own political and economic system was the most suitable for the young nations of the Third World. While numerous of these nations sided with one of the two Cold War camps, others tried to remain aloof from the superpower competition, as illustrated by the Non-aligned Movement, which will receive due attention. This will be followed by the study of the intensification and increasing radicalisation of the Cold War in the Global South, which saw not only the arrival of new outside actors such as China, but in some cases also Third World actors confronting or manipulating the United States and the Soviet Union, as well as other powers. This escalation of the global Cold War will be studied through the prism of conflicts and “hot wars” in Asia, Africa, the Middle East, and Latin America. Finally, we will assess what impact the Third World had on the course and, ultimately, the end of the Cold War.

Henry VIII’s Court: Faction, Faith & Fornication, 1509-47

This module encourages students to consider ‘court culture’ in terms of the royal court’s political influence; the role of faction; ideals of service; the impact of queen consorts; the ‘decline’ of the nobility versus a ‘growth’ in administrative officials in the manner of the French court; cultural developments in literature, drama, image-making, entertainments and architecture and the influence they had on governance; the representation of royal authority; and the influence of particular individuals such as the poet John Skelton, minister Thomas Cromwell, and foreign rivals like King Francis I are all discussed in light of ongoing historiographical debates. The course is primary source centred, examining court culture through the eyes of contemporaries in order to explore the centrality of the royal court and its relationship to the localities during this period of such immense change. The range of source material used here gives the course an interdisciplinary feel as we analyse literature, drama, monuments, architecture, correspondence and statute law.

The French Revolution: Origins & Outcomes, 1744-94

The first half of the module examines later eighteenth-century France to contextualize the historiographical debates surrounding the revolution’s origins. Interpretations considered include Louis XV and the desacralisation of the monarchy; the impact of high and low enlightenment ideology; the growing power of the popular press and public opinion; the role of Louis XVI and Marie-Antoinette; financial reforms, political crises and rising social tensions. The second half of the module explores the course of the Revolution from 1789-94, beginning with the extraordinary developments that took place in 1789 and the construction and failure of constitutional monarchy 1789-91, to the popular republican revolution of 1792, civil and international warfare and counter-revolution in 1793 and the Terror of 1794. The module concludes with an overview of events 1795-99 and a summary of the historiographical debates. Within this chronological framework a number of themes will be examined including the impact of the Jacobin and popular movements (peasants and sans-culottes); revolutionary culture and the role of women; resistance to the Revolution and international intervention; and the nature of Terror and Robespierre’s ‘Republic of Virture’.

International English Studies

Include International English Studies: 

International English Studies

Teaching and assessment

At our University, you will find a friendly atmosphere and an encouraging team of staff who will work hard to support you throughout your learning. Our record in Student Satisfaction polls is second to none and we are delighted that our students find the University a supportive and positive learning environment.

Each module includes an original and exciting historical assessment, including a mix of: shorter and longer essays, reviews of source material, research project planning documents, and some selected more traditional exams.

Additional Costs

Include Additional Costs: 

Additional Costs

As a University of Chichester student you will be provided with many things to support you but there may be additional costs which you may encounter whilst studying. The information below will help you understand our provision and what else you need to budget for.

What you can expect from us

All of your teaching and assessments are included in your tuition fees, including, lectures/guest lectures and tutorials, seminars, laboratory sessions and specialist teaching facilities. You will also have access to a wide range of support and services:

• Materials for laboratory and field-based teaching activity;

• A range of student services – advisors, help desks, counsellors, placement support and careers service;

• The general Library services are free for students and our e-resources are available wherever you are. However, you may become liable for fines if you don't return items on time;

• Open access IT spaces, wi-fi across the campuses and in the halls of residence, AV equipment to borrow;

• Access to support from our Careers Service;

• Disability and additional learning support;

• The Language Centre to help you develop/improve foreign or English language skills;

• 24 hours a day security team.

Costs of living and other expenses you may need to consider:

• Accommodation and living costs;

• Text books (but do remember that our library is stocked with a large range of text books for all courses, as well as online resources such as industry journals, free of charge);

• General stationery and other supplies such as presentation materials;

• Photocopying and printing (note: a hard copy of each assessment to be submitted is required);

• The library is charged for the Inter Library Loans service - we pass this cost on directly to our customers;

• Travel to, from and between campuses (note that the U7 and Number 50 bus services offer a subsided travel rate); 

• Gym membership: check out our student membership packages, sports events, varsity teams, information about our new facilities and more on the Sport webpages;

• Dance / Theatre passes – these provide discounted entry to a range of performances;

• Field Trips / Educational Visits – these are optional and do not have to be undertaken to complete the programme. Students make a contribution towards the cost (e.g. travel, sometimes accommodation);

• If you require a Diagnostic Assessment for a Specific Learning Difficulty such as Dyslexia, the University may be able to assist you arrange this. You will be required to pay for this assessment, although some financial assistance may be possible from the University Hardship Fund. Further information is available from the Disability and Dyslexia Service. For more information, please click here

• Graduation: It is free for the student to attend the ceremony itself. Graduands must wear academic dress. Academic dress, guest tickets and photography are additional costs payable by the student.

Financial help available from the University

We offer a number of scholarships and bursaries to students who are beginning their studies at Chichester. Our Finance pages provides details on living costs, budgeting and paying your tuition fees.

Study Abroad

The Department of Humanities provides students with an outstanding range of degrees where you are encouraged to study abroad for one or two semesters.

We have partnered up with some of the best universities in the world including our friends in Italy, the oldest University, University of Bologna-Ravenna. The full list of partners today are:

  • University of Aix-Marseille (France)
  • Catholic University of Leuven (Belgium)
  • University of Duisburg-Essen (Germany)
  • University of Wuerzburg (Germany)
  • University of Bologna (Italy)
  • Cadiz University (Spain)
  • University of Eastern Finland, Joensuu and Kuopio (Finland)
  • Karadeniz University (Turkey)
  • St Norberts College (Wisconsin, USA)
  • Mercer University (Georgia, USA)
  • Columbus State University (Georgia, USA)
  • University of Northern Iowa (Iowa, USA)
  • Queens College (New York, USA)
  • Hobart and William Smith Colleges (New York, USA)
  • Louisiana State University (Louisiana, USA)
  • Thompson Rivers University (Canada)
  • Rikkyo University (Japan)

While our students work and study with our partners we welcome their students to our classes as well as supporting academic exchanges for global researchers to connect to our home students.