also available in 2017
A Level Requirements
see all requirements
see all requirements
Full time 3 Year(s)
Develop your critical abilities within two vibrant departments of like-minded students and expert scholars and gain a strong understanding of how History and Religious Studies intersect and influence one another.
History's core first year module is designed to extend and deepen your knowledge of the past and introduce you to major historical topics and themes from the ancient world to the present day. You will gain insights into how historians conduct research and interpret the past and develop your own research, essay-writing and presentational skills.
Many History students choose to take additional, specialised modules on topics ranging from the fall of the Roman Empire to histories of violence and empire in the modern world.
In your second and third years you design your own degree, focusing on the themes, periods and nations which interest you the most, with options that include British, European, American, Asian and Middle Eastern history, from the eighth century BC to the twentieth century.
The first year of a Religious Studies degree provides an introduction to the growth and development of the world’s major religious traditions and their primary characteristics. It also provides an overview of some of the forms religious belief takes in the contemporary world, as well as some of the problems and opportunities it faces. There is also a cross-cultural and inter-religious examination of key issues in the study of religion relating to, for example, ethics, politics, gender, and the character of the religious life.
In the second and third years there is a range of optional modules on topics addressing a broad spectrum of subjects that provide an opportunity to study, in more depth, the world's major religious traditions and to debate the role of religion in the modern world. As well as developing skills in critical thinking, the courses enable a deeper awareness of cultural diversity and an informed understanding of the principal challenges facing religions. Key areas of analysis include: religion and violence; religion and gender; religion and politics; philosophy and religious thought; religion in relation to secularism and multiculturalism; interpretations of sacred texts; and new religions.
A Level AAA-AAB
IELTS 6.5 overall with at least 5.5 in each component. For other English language qualifications we accept, please see our English language requirements webpages.
International Baccalaureate 36-35 points overall with 16 points from the best 3 Higher Level subjects
BTEC Distinction, Distinction, Distinction
Access to HE Diploma 36 Level 3 credits at Distinction and 9 Level 3 credits at Merit to 30 Level 3 credits at Distinction and 15 Level 3 credits at Merit
We welcome applications from students with a range of alternative UK and international qualifications, including combinations of qualification. Further guidance on admission to the University, including other qualifications that we accept, frequently asked questions and information on applying, can be found on our general admissions webpages.
Contact Admissions Team + 44 (0) 1524 592028 or via firstname.lastname@example.org
Many of Lancaster's degree programmes are flexible, offering students the opportunity to cover a wide selection of subject areas to complement their main specialism. You will be able to study a range of modules, some examples of which are listed below.
An introduction to the discipline, Lancaster’s first-year History core course offers a fascinating survey of the last fifteen-hundred years. The course focuses on pivotal trends and events in European history, but it encompasses regions of wider world as distant as California, India, Japan and the South Pacific.
You’ll become familiar with a wide range of primary sources used by historians in the writing of history. You’ll gain insights into how historians conduct research and interpret the past, and will therefore better understand the reasons for changing historical interpretations.
In the process, by undertaking directed reading, by independent research, by attending lectures, by participating in seminar discussions, by working sometimes in a team, and by writing and receiving constructive feedback on what you have written, you will develop your study techniques and other transferable skills.
The long chronological range and types of history covered by the course will extend your intellectual and historical interests and enable you subsequently to make informed choices from among the many historical options available to you in Part 2, either as a History Major student or as a Minor.
This module provides an outline of the growth and development of the world’s major religious traditions, their primary characteristics, and subsequently considers some of the various forms they take in the contemporary world.
After a general introduction to the study of religion, the module is divided into five sections. The first four sections reflect on four religious traditions – Christianity, Buddhism, Hinduism, and Islam. The first two lectures of these sections will set each religion in context and set out the varieties of its beliefs. The third and fourth lectures will explore religious ethics and practice, and examine some of the contemporary issues facing these religions today. The module concludes with a cross-cultural and inter-religious examination of some of the key issues for the study of religion in the modern world, such as ethics, politics, gender, and the character of religious life as it faces the challenges of the twenty-first century.
This module is an introduction to the systemic and episodic violence that characterised Imperial British authority during the eighteenth, nineteenth and twentieth centuries. We will begin by exploring recent debates about British imperial history and British identity. Has Britain ignored its imperial past? Should Britain apologise for its Empire and, if so, to whom? Subsequent seminars will look at the ways in which violence was normalised as inevitable and necessary during imperial endeavours. The specific topics for lectures and seminars include slavery, genocide, anthropology, photography, imperial sexualities, rebellions and counter-insurgency. The module will draw on examples and analysis from a range of geographic areas: the Translantic, South Asia, Australia, East Africa, North Africa and the Caribbean. The final week will return to Europe’s late-colonial twentieth century and discuss Aimé Césaire’s argument that European fascism represented the return of imperial violence to Europe.
Historians routinely distinguish between ancient, medieval, early modern and modern epochs without always giving too much thought to the question of exactly what it is that makes 'modernity' modern. But more is involved here than just an arbitrary chronological classification.
Though generations of social theorists and cultural critics have argued about causes and consequences, 'the modern world' has been regarded as radically new since its inception and welcomed or feared for its challenges to established regimes of power, habits of thought, and ways of life.
Embracing this novelty has in turn defined 'modernist' movements in literature, architecture, and the arts in the twentieth century, which have often linked their attempted cultural revolutions with revolutionary programs for social change.
This module in the cultural and intellectual history of modern Europe and/or the United States allows you to explore the relationship between modernity, as conceived by a range of 19th- and 20th-century thinkers, and modernism in both politics and the arts, paying particular attention to how a sense of its own modernity reflexively did much to make 'the modern world' what it is
This module combines social, political and military history, and will give you the opportunity to examine some of the current debates concerning the nature and evolution of the Great War, in particular the emergence of 'total war', using certain conceptions of mass industrialised warfare, especially after 1915.
You’ll focus on the Western Front and compare and contrast not only the nature of constantly evolving warfare on the battlefields but also include the so-called 'revisionist' arguments about the wider conflict, examining the unwelcome and unwanted national mobilisation forced upon Britain, France, and Germany and the many different consequences for these three war-fighting societies.
To conclude, you’ll examine the postwar building of memorials and the emergence of new socio-cultural dimensions for the three 'total war' societies.
Britain underwent radical change in the early modern period. In 1500 England and Wales, Scotland and Ireland were insignificant nations on the fringe of Europe. Out of the change came the 'United Kingdom of Great Britain and Ireland', now a world leader on many fronts: for example, democratic government, religious pluralism, a consumer society and cultural achievements that rivalled France in art, science and philosophy.
This module will enable you to explore how groups of people who were not part of the traditional ruling elite came to exercise more power and control over their lives, and thus played their part in shaping modern Britain.
You’ll also develop an understanding of the periodisation of, and differences between, the medieval, the early modern and the modern, and you’ll develop familiarity with recent historiographical approaches to the period, notably those that emphasise underlying commonalities.
Ever since the English historian Edward Gibbon wrote his ground-breaking work The Decline and Fall of the Roman Empire in the late eighteenth century, the question of caused the loss of the Empire’s western provinces and the transformation of its eastern half into Byzantium has preoccupied historians. They have identified much relevant data, but they continue to disagree as to what happened to the Empire between the third and the seventh centuries AD and why. For some historians the barbarian invasions of the late fourth and fifth centuries were crucial, but others have argued that they merely finished off a society that was already in deep moral, social and/or economic decline. For some historians the Empire’s ‘decline and fall’ was a disaster; but others have maintained that the Empire never regressed, that the foundations of medieval (and even modern) civilisation were forged in the cultural ferment of the later rather than the earlier Roman Empire, and that the barbarian takeovers in the West made little difference to the lives of those who lived there. An introduction to this exciting period of history, this course invites you to discover what really happened and to assess the theories and interpretations that currently command historians’ support.
What is ‘good’ history, and what is ‘bad’ history? What should historians do in theory, and what do they do in practice? Why, moreover, does history matter? This module offers you the opportunity to think through these fundamental questions, and it invites you to think critically about the nature of the discipline of history – its good practices and its bad practices, its methodologies and different genres, its relation to both past and present, its limitations and its opportunities. The module is organized around a set of broad themes, including history and context; sources and evidence; and history and the public sphere. Each of these themes is explored through carefully selected case studies. The topics covered in these case studies varies from year to year, but their purpose is to sharpen your awareness of the varied nature of the discipline of history and the ways that historians ‘create’ history when designing and writing up their research. To this end, the case studies usually explore the scholarly standards that inform the ways historians research, reference, deploy and assess their evidence and source materials. These case studies are accompanied by weekly introductory lectures that address the broad themes of the module.
How did the ancient Greeks define themselves against the barbarians? How did the Athens and Sparta came into clashes with each other? To what extent was the ‘golden age’ of Athens an invention by the Athenians? In this module you will study the major political, socio-economic and cultural developments in the Greek world from the emergence of the city-state to the end of the Peloponnesian War (c. 800 to 404 B.C.). In particular you will focus on the Persian Wars, Sparta as a hoplite state, Athenian democracy and culture, the heyday of the Athenian empire, and the conflicts between Athens and Sparta. While the focus is on Greece, you will also study the Greeks’ interactions with neighbouring cultures in the Mediterranean such as Persia and Asia Minor. By using the main literary texts of Herodotus and Thucydides, together with Greek drama, visual and archaeological materials, you will have the opportunity to come vividly close into contact with the political and cultural life of the early Greeks.
This module combines a lecture series that offers an overview of the history of the United States in the 19th century with a closely linked set of seminars that focus on the construction of race, class and gender difference over the same period. This combination allows students to explore an important thematic aspect of world history (the construction of race, class and gender difference) while simultaneously providing grounding for further study and research into the history of the United States in the 19th and/or 20th centuries. The module builds upon skills that you gained in Part I and, in particular, will explore the history of the United States, from the passage and implementation of the US Constitution (1789) to the conclusion of the Civil War (1865). The module is particularly focused on the culture and politics of race, class and gender in the rapidly industrialising and expanding nation. Seminars meet fortnightly and are structured around primary readings and recommended secondary texts that offer critical and historical insight into the topics under consideration.
Islam is deeply set in world history and the roots of many debates and issues in the modern Middle East can be traced back over a long period. This module provides an introduction to many such questions by offering an overview of the political, cultural, religious and social history of the main Islamic lands of the Arabian Peninsula, Egypt, Syria and Iraq/Iran covering roughly the first five centuries from the time of the Prophet Muhammad to the Crusades.
You’ll develop an understanding of the diversity and fluidity of both Muslim identity and the nature and priorities of the early and developing Islamic community, and you’ll also engage with key debate regarding the source material on the period, both literary and artistic.
In particular you’ll explore Islam's place in Late Antiquity; the rise and fall of the caliphal dynasties of the Umayyads and Abbasids; the evolution of political and religious authority; the cultural and political position of non-Arab converts to Islam; the impact of non-Muslim influence on politico-religious debate in Islam, as well as sectarianism and the rise and fall of key dynasties in North Africa, Egypt, Syria and Iraq.
Why can't women pull the trigger? Why are men who refuse to fight labelled cowards? The experience of total war in the twentieth century has had major implications for understandings of both masculinity and femininity in war and in peace. In this module you’ll examine the experience of war on both the home and the battlefronts in Britain and learn how war both confirmed and challenged existing gender constructions.
Through an examination of gender roles in war and the representations of these in cartoons, films and posters, you’ll explore how war impacted on understandings of gender identities in the twentieth century, with a particular focus on the First and Second World Wars. Themes include industrial and military contributions to the war effort, the relationship between the Home Front and the Battle Front, social change, as well as the combat taboo. In seminars you’ll contrast the expectations of men and women at war with actual practices by those conforming to or transgressing conventional gender roles.
This module will explore how objects defined as ancient, beautiful or ugly, antique, artistic or collectable reflect the history of British Imperialism in South Asia. From the end of the eighteenth century, European scholars and bibliophiles were fascinated by Indian landscapes and objects. Sculptures and architecture could be described as beastly and regarded as dangerously erotic or they could be lauded as worthy of emulation. The pursuits of art history and archaeology were used to justify the necessity of foreign power in India. Antiquities were classified according to religious and chronological divisions, separating 'Buddhist', 'Hindu' and 'Muslim' materials. Museums and Art Schools were established to teach western aesthetic mores and technologies. By the end of the nineteenth century, Indian artists and art historians rejected these understandings of Indian art and art was used to challenge the colonial state. The course will familiarise you with a range of sculptural, painted and architectural forms from India and the changing interpretation of those objects. The objects we will explore date from the third millennium B.C. to the 1940s.
The seventh and eighth centuries A.D. were a time of tremendous ferment when the conflict of peoples (the Angles, Saxons, Britons, Irish and Picts), the introduction of Christianity and the partial recovery of Classical learning and knowledge were transforming the social and political landscape of the Britain. You will examine this formative period and its social and cultural conflicts as seen through the eyes of its most prolific writer, the Venerable Bede (673-735). The class will read and discuss several of Bede’s writings, especially his Ecclesiastical History of the English People; but these will also be set in their wider political, social, and cultural context through consideration of the rival perspectives of writers such as Adomnan, Aldhelm and Stephen the Priest.
This module investigates Europe’s Age of Extremes (1918-45) and its memorialisation up to the twenty-first century. The primary materials used are fiction films and documentaries, which we study alongside photographs, posters and political documents. Departing from the Soviet Revolution and the rise of Nazism, the module first explores the development of historical films as propaganda. We then trace the use of films to mobilise support for the war effort during World War II, concentrating especially on Great Britain and the USA. The second section of the module deals with the memorialization of World War II in the War’s aftermath and up to the 1980s. Italian neo-realism of the 1940s provides the starting point, while the main segment of this section deals with Soviet cinema of the ‘The Thaw’ and the cinematic construction of France as a ‘nation of resisters’ up to the 1970s. The third segment of the module showcases the challenges to the post-war resistentialist mythology and the increasing centrality of the Holocaust, paying attention to the role of Testimony. The module concludes with twenty-first century films from Holland, Denmark and Norway, which either recast or question the early resistentialist mythology. Throughout this module, we engage with practices of Memory Studies and Film History.
The Norman conquests in the central Mediterranean ended Muslim political power in Sicily, formed a single kingdom in 1130, and divided Christian Europe from Muslim Africa. The Norman Sicilian kingship that emerged was like no other in Europe: an absolutist, sacral monarchy that conspicuously made use of the Byzantine, Islamic and Latinate arts as well as the kingdom’s three languages – Latin, Greek and Arabic –in inscriptions and chancery documents. In this unique Special Subject module you will gain a detailed knowledge of the history of Sicily and the south Italian peninsula through the medium of Arabic, Latin and Greek narrative sources and charters. These will be studied in translation. Many have never been published. You will trace the region's complex transition to a unified kingdom after the Norman Conquest, focusing in particular on the subsequent development of authority and society on the island of Sicily in the eleventh and twelfth centuries. You will be engaging with the formative history of the Latin West, as well as the political, religious, economic and social dynamics of the Byzantine and Islamic worlds. The course will provide a detailed introduction to the Norman kingdom for those wishing to delve deeper into one of the most spectacular and unusual kingdoms of pre-modern Europe.
Lancaster University offers a range of programmes, some of which follow a structured study programme, and others which offer the chance for you to devise a more flexible programme. We divide academic study into two sections - Part 1 (Year 1) and Part 2 (Year 2, 3 and sometimes 4). For most programmes Part 1 requires you to study 120 credits spread over at least three modules which, depending upon your programme, will be drawn from one, two or three different academic subjects. A higher degree of specialisation then develops in subsequent years. For more information about our teaching methods at Lancaster visit our Teaching and Learning section.
Information contained on the website with respect to modules is correct at the time of publication, but changes may be necessary, for example as a result of student feedback, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes, and new research.
Our graduates have a number of career paths open to them, including journalism and publishing, marketing, PR and retail management. Core skills including independent research, critical analysis and effective presentation have enabled recent graduates to gain roles with major employers including Marks & Spencer, Santander, BskyB and Sainsbury’s. The interdisciplinary research methodologies, critical analysis, organisational and writing skills developed over the course of our degrees can lead to career destinations including business, marketing, the media, publishing, the Civil Service and the public sector. Many of our graduates decide to progress to postgraduate studies with us or other institutions, often entering into research and teaching positions.
We set our fees on an annual basis and the 2018/19 entry fees have not yet been set.
As a guide, our fees in 2017 were:
Some science and medicine courses have higher fees for students from
the Channel Islands and the Isle of Man. You can find more details here:
Lancaster University's priority is to support every student to make the most of their life and education and we have committed £3.7m in scholarships and bursaries. Our financial support depends on your circumstances and how well you do in your A levels (or equivalent academic qualifications) before starting study with us.
Scholarships recognising academic talent:
Continuation of the Access Scholarship is subject to satisfactory academic progression.
Students may be eligible for both the Academic and Access Scholarship if they meet the requirements for both.
Bursaries for life, living and learning:
Students from the UK eligible for a bursary package will also be awarded our Academic Scholarship and/or Access Scholarship if they meet the criteria detailed above.
Any financial support that you receive from Lancaster University will be in addition to government support that might be available to you (eg fee loans) and will not affect your entitlement to these.
For full details of the University's financial support packages including eligibility criteria, please visit our fees and funding page
Please note that this information relates to the funding arrangements for 2017, which may change for 2018.
Optional field trips may be offered on this course for which students will be required to pay their travel costs
Students also need to consider further costs which may include books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation it may be necessary to take out subscriptions to professional bodies and to buy business attire for job interviews.