BA (Hons) History with Foundation Year Bachelor's degree at the University of Hull

What does it mean to be free and how has the answer to this question changed over time? In ancient and medieval times, there was no expectation of individual freedom as we understand it today, rather there were degrees of 'unfreedom' such as slavery, serfdom, or vassalage. Later, in the age of empire, race determined who could be enslaved, and the slave trade's legacies of racism persist into the present day: the civil rights movements and the struggle against apartheid are known as some of the

Revolutions are processes and events of profound and enduring change, but they are not just about politics. Before the great revolutions in America, France, Haiti and Russia, global history experienced sweeping changes in society, ideas and technology. Revolutions are not modern phenomena, and they do not belong strictly to Europe: they are ancient and they have taken place all over the globe since the beginning of 'recorded' history. This module will widen your perspective on 'revolutions' by e

No matter how modern we think we are, we're still shaped by the classical past. In every age, the classical world has been used as a benchmark for good taste and has been re-invented for present purposes. Using the artworks, archaeology and artefacts of material and visual culture, this module will explore topics such as how the classical world provided a blueprint for the projection of power through imagery and architecture. From the posturing of great leaders, such as the portraits of Napoleon

How have humans shaped their environment, and how has the environment shaped them in return? These questions have controlled how and where we live. The availability of resources has encouraged migration and movement from the trade routes of the Silk Road across Asia to the imperial web of coaling stations that developed for the projection of naval power. How do cities grow – like St Petersburg, Delhi or Paris, built and rebuilt that has affected how generations of inhabitants later would live th

Why are TV programmes so obsessed with certain episodes in British history such as the Tudors and the world wars? What idea of Britain is conveyed when we focus on a narrow range of stories like Boudicca's fight against Rome, victory at Agincourt, Henry VIII's wives or the Battle of Britain? What gets left out of British history in these simplified versions of the past? This module will invite you to critique popular culture, such as television documentaries or computer games, and to create diff

What are the historical roots of what is happening now? You will help to shape the course by identifying some of the most pressing and interesting issues of the world today. We will then work together to research different perspectives on these themes by finding out historical background and historical parallels that help to explain them. The decision as to what we should explore together lies in your hands.

Develop specialist skills such as using technology to map time and space, visual literacy, or oral history interviewing whilst learning about the expansion of the English across the British Isles and then across the world as an empire was built.

This module explores how historians shape and debate the past. Should we study the past on its own terms as we act as neutral observers who are guided by what the sources tell us, or do historians mould the past into their own image, re-writing history for new purposes depending on each historian's subjective preferences? In this module, we will consider these questions of objectivity, facts, bias, distortion, as well as the need for historians to return to the past and consider it from points o

Using all of the skills you've developed through the programme to date to create a piece of public-facing history in cooperation with your peers. You'll have the freedom and flexibility to choose the historical topic and the means by which you present it. Possible ideas include an exhibition, podcast, a website or something else that you find an effective tool for exploring the past.

What if you could help design the module you study? This unique module places students and staff in true partnership, sharing control over the topics, themes, and learning experience. Working together, you'll identify areas of interest and shape the direction of the module, drawing on a wide range of academic sources and materials. Within the chosen themes, each student will lead a workshop on their own specialist topic, designing activities and guiding discussion. Along the way, you'll build co