The Postgraduate Certificate in History provides students with postgraduate training in historical skills, whilst also offering the opportunity to develop their knowledge across the fields of early modern and modern History. Students take two specified training modules, and three optional modules, which reflect the research interests of the academics teaching them. Assessment is by coursework. Given the flexibility of this course, it is possible to take various 'pathways' by selecting differing optional modules. Combinations of modules enable students to pursue interests in the following fields amongst others: gender history; the history of race, nationalism and ethnicity; the history of class and gender; comparative history; local and regional history; slavery and Atlantic history; the history of war and memory.
Modules and Options
The lists of modules below represent the range of options available for each year of study. This may not be a complete list of the options you will study, and may be subject to change, so please contact the department for further details.
APPROACHES TO CULTURAL AND SOCIAL HISTORY
CONSUMPTION AND MODERNITY: BRITAIN 1780-1960
Core: RESEARCH METHODS IN HISTORY
GENDER IN EARLY MODERN EUROPE C.1500-C.1800
HISTORY OF MEDICINE
IDEOLOGY AND POLITICAL DISCOURSE
ISSUES IN FILM THEORY AND HISTORY
NATIONALISM, WAR AND ETHNIC CLEANSING
RACE AND CLASS IN THE UNITED STATES, SOUTH AFRICA AND BRITAIN: SELECT TOPICS
SLAVERY IN THE ATLANTIC WORLD
THE AFRO-AMERICAN HERITAGE: POST-EMANCIPATION SOCIETIES IN LATIN AMERICA
THE PARISH CHEST AND BEYOND: SOURCES FOR LOCAL AND REGIONAL HISTORY, 1500 TO THE PRESENT
THE USE OF CULTURE: KNOWLEDGE, POWER AND DIFFERENCE
THINKING ABOUT COMMUNITIES: CONCEPTS AND APPROACHES IN LOCAL & REGIONAL HISTORY, 1500 TO THE PRESENT
Teaching and Assessment Methods
A: Knowledge and Understanding
A1 : Demonstrate substantial knowledge and critical understanding of the broad themes of historical analysis, including continuity and change, the specificity of particular historical processes, and the 'otherness' of the past.
A2 : Demonstrate substantial knowledge and critical understanding of the models used by the discipline to conceptualise and analyse change in past societies.
A3 : Demonstrate substantial knowledge and critical understanding of some key historical sources available for historical research.
A4 : Demonstrate substantial knowledge and critical understanding of some selected topics of history.
A1- A4 are acquired through seminars where there is an emphasis on group discussion and which allow for dynamic interaction based on directed pre-set reading. Throughout students are encouraged to develop their knowledge through independent, self-directed research and reading.
Testing the knowledge-base for A1-A4 is through essays.
B: Intellectual/Cognitive Skills
B1 : A student should be able to identify accurately issues which require researching.
B2 : A student should be able to assemble information from a variety of sources, and discern and establish connections.
B3 : A student should be able to synthesise and evaluate primary and secondary information.
B4 : A student should be able to rank and collate items and issues in terms of relevance and importance.
B5 : A student should be able to critically evaluate the merits of conflicting arguments and advanced scholarship in the field.
B6 : A student should be able to present and make a reasoned choice between alternative solutions or methodologies and, where appropriate, propose new interpretations or hypotheses.
B7 : A student should be able to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, or conflicting evidence, and communicate their conclusions clearly
B8 : A student should be able to demonstrate independence of thought where appropriate.
Intellectual/cognitive skills B1-B8 are obtained and developed through seminars, where there is an emphasis on group discussion and an analysis of original material and historical problems. All skills are further developed by the course work. Skill B1 is fostered in particular through student formulation of their own essay topics in consultation with the course tutor/supervisor.
Intellectual/cognitive skills B1-B8 are assessed via essays
C: Practical Skills
C1 : A student should be able to identify, select and retrieve a wide range of relevant source material.
C2 : A student should be able to design, use and reflect on various research/study techniques.
C3 : A student should be able to interpret qualitative material.
C4 : A student should be able to compose extended bibliographies, using relevant reference systems according to established conventions.
Skills C1-C4 are developed through research for the course essays, and by feedback and discussions with tutors on written work. They are also developed specifically through preparation for tutorials and the medium of group interactive classes in HR935 (Research Methods in History).
Practical skills C1-C4 are assessed via essays.
D: Key Skills
D1 : A student should be able to i) work with the English language proficiently in relation to matters pertinent to the historical discipline; ii) present knowledge or an argument in a clear, coherent and relevant manner; iii) analyse materials that are complex and/or technical.
D2 : A student should be able to use appropriate IT where relevant for research and presentation purposes (including searchable databases such as library catalogues and internet sources, and word processing).
D4 : A student should be able to analyse a reasonably complex set of data and apply relevant explanatory models thereto.
D6 : A student should be able to i) with limited guidance, to reflect on his or her own learning, and to seek and make use of feedback; ii) to appreciate when s/he does not know enough and needs to undertake further research.
Skills D1-D6 are assessed through essays.