Top reasons to study with us
Specialist placements in heritage organisations
UK Top 20 for History Complete University Guide 2024
Deepen your knowledge with a wide choice of optional modules
- Be inspired by our experts who specialise in a very wide range of topics, from the history of Celtic Britain to the rise of 17th century European empires
- Dive deep – explore culture, politics, religion and language as you enhance your knowledge through our large choice of specialist modules
- Advance your skills and experience by completing a heritage placement
- Explore the vibrant history right on your doorstep – from Lancaster Castle to the monastic ruins around Morecambe Bay, this area is replete with evidence of the medieval and early modern periods. Not to mention the Viking hoards that have been discovered locally!
- Focus on your future career at each stage of the programme, and access the support of our specialist advisers
Satisfy your curiosity about the world we live in today while investigating over a thousand years of history. You’ll explore the past, encounter diverse societies and gain insight into cultural changes, while building your personalised degree from our exceptional choice of modules.
We start this course by asking a vital question – how can history be pertinent to today? Studying medieval and early modern studies at Lancaster will allow you to delve into a very transformative period in history. You won’t just explore historical events from the years 300 to 1700 – you’ll also investigate shifts in culture, politics, religion and language.
The right academic team is key to your success. You’ll be taught by internationally renowned, prize-winning historians. Their insights underpin our modules, from the expansion of the British Empire to the lives of enslaved women in colonial Brazil. You might have even seen some appear on major national and international media speaking about their research.
Explore your interests
Studying in a department that is consistently ranked in the UK top twenty (Complete University Guide), you’ll find our attractive campus sits on the doorstep of many historical landmarks and scenes of pivotal events in history. From the monastic ruins around Morecambe Bay, to the dark history of Lancaster Castle and sites across the Lake District, you’ll be spoilt for choice when you want to explore the local area.
We focus on your future career at each stage of the programme. You could be completing a heritage placement at a regional museum, a conservation project with the National Trust, or perhaps you’d like to try your hand at digitising historical artefacts at our on-campus library. We also have an active history society. In recent years some students have taken part in theatrical early modern performances at Lancaster Castle, such as Edward III, Measure for Measure and Macbeth.
You'll also be able to join events and talks at our Centre for War and Diplomacy and the Richardson Institute for Peace Studies.
There is no set career path for a Medieval and Early Modern Studies graduate. Your global outlook is something employers will value, alongside your skills in problem solving, critical reasoning, source analysis and project management. Being able to think critically and communicate clearly will help you stand out too. This will keep you open to a variety of opportunities.
You’ll have the expertise needed for a rewarding career in:
- Heritage organisations
- Galleries, libraries, archives and museums
- Education and teaching
- Government and the civil service
A number of our recent graduates have found roles in journalism, publishing or business.
Some of our students also continue their journey in academia with a postgraduate degree, which can lead to employment in higher education and research councils.
A Level 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 35 points overall with 16 points from the best 3 Higher Level subjects
BTEC Distinction, Distinction, Distinction
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
International foundation programmes
Delivered in partnership with INTO Lancaster University, our one-year tailored foundation pathways are designed to improve your subject knowledge and English language skills to the level required by a range of Lancaster University degrees. Visit the INTO Lancaster University website for more details and a list of eligible degrees you can progress onto.
Lancaster University offers a range of programmes, some of which follow a structured study programme, and some which offer the chance for you to devise a more flexible programme to complement your main specialism.
Information contained on the website with respect to modules is correct at the time of publication, and the University will make every reasonable effort to offer modules as advertised. In some cases changes may be necessary and may result in some combinations being unavailable, for example as a result of student feedback, timetabling, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes and new research. Not all optional modules are available every year.
From Ancient to Modern: History and Historians
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.
Literature in Time : Continuity and Change
In this year-long module you will encounter a broad range of literature -- from the Middle Ages to the 21st century, moving from Chaucer, through Shakespeare and Milton, to Virginia Woolf, Alison Bechdel, Paul Muldoon, and many others. You will also encounter a whole range of literary genres including plays, films, short stories, novels, poetry, essays, and the graphic novel. The module is currently focused around themes related to: Englishness and Empire; Authority and Revolution; Gender, Body, and Voice; and Adaptation and Queering. The module concludes with a range of mini-modules relating literary research to real-world scenarios; recent options have included: Mediaeval Manuscripts in the Digital Age; Creating a Literary Podcast; Building Minecraft Worlds for the Teaching of Literature; Creating a Literary Tour; Reading Lancaster Priory; and Re-writing Waiting for Godot.
The module concludes with a range of "mini-modules" relating literary research to real-world scenarios; recent options have included: Mediaeval Manuscripts in the Digital Age; Creating a Literary Podcast; Building Minecraft Worlds for the Teaching of Literature; Creating a Literary Tour; Reading Lancaster Priory; and Re-writing Waiting for Godot.
The details of this module (for example, materials studied) may vary from year to year.
Histories of Violence: How Imperialism made the Modern World
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 Transatlantic, 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.
Reform, Rebellion and Reason: Britain, 1500-1800
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.
The Fall of Rome
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 module invites you to discover what really happened and to assess the theories and interpretations that currently command historians’ support.
'Witches', Warriors and Slavers: Exploring the History of Lancaster
This module gives you the opportunity to develop your knowledge and understanding of the Lancaster City-Region and the way its history can be understood in a national and international context. You’ll also have the chance to consider how museums and other heritage sites represent the Lancaster City-Region to a non-specialist audience.
You’ll have the opportunity to learn about particular stages in Lancaster's history, and to examine the ambiguities and uncertainties of 'place' as a complex amalgam of history, culture and personal experience. You’ll also be invited to think about how regions and localities form part of wider national and international histories.
Other issues that may be explored include the nature and challenges of public history, specifically the challenges local museums and other heritage centres face in developing and presenting their collections.
This year-long module seeks to look beyond the boundaries of traditional courses in English Literature by enabling you to explore a wide and exciting range of literatures in English and in translation. These include texts that have influenced the development of literary English, from the Bible and classical figures such as Ovid and Homer, through to Medieval and Early Modern authors such as Dante and Rabelais. It also considers modern and contemporary world authors in translation (such as Kafka, Borges, Salih and Murukami), as well as new-media writing and the graphic novel. The module concludes with a creative-critical project which introduces students to the possibilities afforded here by creative modes of literary criticism.
The details of this module (for example, materials studied) may vary from year to year
Making History: Contexts, Sources and Publics
This module aims to provide you with a solid introduction to the discipline of history at the beginning of your Part-II studies. The module, accordingly, explores the discipline at large, including: its characteristic practices, methods, and traditions; its use of different source materials; and its relation not just to the past, but also to the present and the future. The module includes three thematic blocks. The first section (Contexts of History) provides an overview of different types of historical scholarship, focusing on the methods, theories and intellectual tendencies that characterise them. The second section (Sources and Evidence) examines the use and application of different types of sources as evidence in historical research. The third section (History in Public) considers the public role and function of the discipline, as well as the challenges that historians have faced in the public spotlight, and, finally, the role that the study of history can play in your future.
Writing History: Questions, Methods and Conclusions
HIST251 is designed to make you more aware of the processes you have to follow to define a research topic for yourself, whether an essay question or a dissertation; locate it in its field; test its viability; and scope available sources. To help you prepare for your dissertation, you will construct detailed research proposals; conduct a feasibility study; present your preliminary findings; and respond to feedback from professional historians. It is taught through lectures in the Lent Term; a Dissertation Conference early in the Summer Term; consultation sessions in the Lent and Summer Terms; and Moodle-supported independent learning. The lectures introduce you to the variety of geographical and temporal possibilities for your dissertation; support your engagement with primary and secondary sources; emphasise the significance of titles; and discuss how to hone your research proposals and prepare for the months of independent research ahead. The Dissertation Conference (held over two days) enhances the relevant skills you will need to conduct independent research. Staff offer a range of skills sessions and Third Year students share their experiences of writing a dissertation.
A Global History of the Mind, 1000-2020
This course invites you to explore the history of an object that is of crucial importance to our ideas about both human health, and human identity – the mind. A Global History of the Mind will give you the opportunity to explore how societies across a wide range of time and places have sought to understand, cure, and control the mind. Drawing on materials and case studies from around from world, whether modern-day Polynesia or the medieval Middle East, this offers a truly global perspective on the history of the mind.
At the same time, the course encourages you to explore the connections between changing ideas about mental health and sickness to broader questions about human identity – most notably those concerning race, gender, and the potential loss of human distinctiveness in a world where artificial intelligence is possible. Unlike traditional courses on mental health, which almost invariably focus on the emergence and spread of western psychiatry, this course offers a decentered perspective. We will examine the mind from a wide range of disciplinary perspectives, bringing together philosophy, medicine, religion, race, gender, and social control. In so doing, we will explore questions of urgent relevance to our own society – most notably the ways in which ideas about the mind have featured in the racialization and gendering of people through systems of patriarchy and colonialism. In addition, this course will use case studies from history to give you the resources to consider and question modern ideas about the mind and its role in society.
Finally, this course draws on an innovative series of podcasts entitled Metaphors of the Mind (https://cargocollective.com/mind-metaphors). As well as writing and a research project, this course will help you develop the skills to put together your own podcast on the history of the mind.
Europe and the World, 1450-1650: Bodies, Cultures, and Environments
During the 16th century, Europe witnessed some of the most important developments in the shaping of the modern world. Although you will learn about these events, the module will focus on the broader historical processes through which you can understand them. At the same time, you will engage with the methodologies and debates that historians of the present-day find most interesting, critically appraising their strategies for assessing patterns of historical change and continuity.
You will therefore examine the work of environmental historians, asking whether transformations in society and the economy can be explained by changes in climate. The module will also ask whether colonial expansion led people to develop new ideas about racial and cultural difference, while at the same time trying to understand how newly colonized people tried to navigate their way through new hierarchies and relationships.
In addition, it will ask whether long-standing questions about transformations in religious life, popular culture, and the centralization of government can be enriched by approaching them through the prism of new approaches. When you study the body, health, and disease, for instance, you’ll discuss the unexpected role of medical expertise in the development of a renewed form of Catholicism at the end of the 16th century. Meanwhile, focusing on the history of printed news may enable you to understand why rumours and religious bigotry spread so rapidly during the Reformation and Wars of Religion.
From Education to Employment: History Work Placement Module
History students at Lancaster University are offered the chance to take part in work placements in the heritage sector, with our partners ranging from prominent multi-site organisations, such as the National Trust, to small independent museums. We also work with local authority archives and heritage charities. All second-year History Students are eligible to apply for an accredited placement that counts towards your degree. Reasonable travel expenses are covered, and in some circumstances we can pay for overnight accommodation near the placement location. It is worth noting that voluntary placements in a wide variety of settings are organised by the Faculty of Arts and Social Sciences: you can undertake one of these in addition to your degree studies but it won’t be assessed, unlike the placements available through HIST299.
This module gives you the opportunity to find out what it is really like to work in a museum, archive, stately home or other heritage setting whilst developing your skillset and enhancing your employability. You will work on a project that will have a real impact in some aspect of the work of the heritage organisation, and gain a range of insights into the challenges faced by the sector.
Students who have completed this module have gone on to be accepted onto highly competitive postgraduate training in Museums Studies, Archival Studies and also teacher training. One student, who was placed with the National Trust at Sizergh Castle, said: “I recommend both HIST299 and this placement, particularly to students who want to get practical experience of using historical skills.”
Introduction to Latin Translation for Undergraduates
HIST215: Introduction to Latin Translation for Undergraduates
This is a special intensive course for students who have little or no previous knowledge of Latin. The course concentrates on the basics of Latin Grammar and vocabulary as used in the Medieval period. However, it will also be very useful for students of the Roman and Renaissance periods. By the end of the course, students should be able to read sources such as title deeds, court rolls, government records, wills, and inscriptions.
Making Modern Britain, 1660-1720
Perhaps more formative for the modern British state than any before or since, the years 1660 to 1720 saw Britain’s territorial boundaries and infrastructure forged; with constitutional monarchy, expanding state bureaucracy, and political parties as its principal tenets. During the same period, political power in England changed hands; new political personnel operated within novel political institutions and voiced innovative political economies. Making of Modern Britain will also challenge participants to analyse and debate formative changes to British literature, commerce, art, and architecture, as well as to discuss the changed relationship between Britain and the world during this period. Participants will therefore receive a broad understanding of late seventeenth and early eighteenth century British history; they will also develop expertise in the following subfields: cultural, art, political, parliamentary, global, economic, constitutional, gender, and business history.
Norman England, 1066-1154 Conquest, Colonisation and Conflict
The social and cultural consequences of the Norman Conquest of England were deep and enduring. A foreign, Francophone regime displaced the native élites: many of the former rulers, women as well as men, fled the kingdom. Enlisting in the Varangian Guard, some Englishmen even went as far as Byzantium and the Crimea. The new regime was inclusive in so far as it was eager to recruit foreigners of all kinds - Frenchmen, Bretons, Lotharingians, Italians, Spaniards, and even Jews - as long as they were serviceable and loyal; but racist in so far as it strove to deny persons of English descent access to high office. The English were denigrated as barbarians and peasants, but because the Conquest was not followed by sustained settlement from the Continent, many natives clung on in sub-altern positions, just below the foreigners who held the highest offices and the best estates. The English were also far from being the only victims: the regime also continued the later Anglo-Saxon state’s efforts to subjugate Wales and northern Britain. A wide-ranging introduction to the history of Norman England and the debates that it has inspired, this course allows you to consider the history and effects of this transformative event.
On the Edge of Empire: Being Roman in Britain
What does it mean to be Roman on the edge of the Roman Empire? How can we write the history of people who have left very little written trace of themselves? This module explores these questions through an in-depth look at the history from the 1st century BCE to the 5th century CE of a single Roman province: Britain. You will learn to use a wide range of evidence, including not only Roman historians like Tacitus, but also archaeological evidence, stone inscriptions, and wooden documents like the Vindolanda Tablets, to reconstruct the nature of Romano-British society. How can we use pottery evidence to reconstruct Britain’s economic connections to the continent? How can Iron Age coins give us insight into the political machinations that led to Britain’s 1st century CE conquest by the Romans? Broader topics will include the effects of Roman imperialism on conquered peoples, the place of migration and ethnic diversity in Roman Britain, and the role historical trends such as post-colonialism and globalization have played in our understanding of life in the Roman provinces. The module may also include field trips to Roman sites and museum collections.
Slavery and Freedom: North America, 1620-1800
In this module, you will explore the simultaneous rise of slavery and freedom in North America between 1620 and 1800. You will first examine the colonization of Massachusetts by Puritan migrants, and see how their liberty was constrained by gender relations, market dependency, and religious orthodoxy. Viewing the southern colonies in comparative perspective, you will explore the reasons why tobacco and rice planters transitioned from employing white indentured servants to enslaving Africans, and the racial codes that they developed to justify their decisions. You will understand how slave-holding American colonists could espouse discourses of liberty during the American Revolution, and the differing outcomes of the Revolution for Patriots, Loyalists, enslaved people, and Native Americans. You will conclude by studying the rapid expansion of slavery into the Deep South and the settlement of the trans-Appalachian frontier by free settlers after the Revolution. You will thus see how the United States—the “Empire of Liberty”—was forged in both slavery and freedom, creating a divided nation at the beginning of the nineteenth century.
The Historian in the Digital Age
HIST282: The Historian in the Digital Age
This course will provide an introduction to the rapidly developing field of Digital History. It starts from the assumption that the student has only basic IT skills. It introduces them to a range of software tools and approaches, and the issues and challenges of using them properly in historical research. These will be applied to a wide range of historical sources and topics. The course is taught using a combination of lectures and workshop sessions held in an IT lab. By the end of the course the students will have a range of practical skills in topics such as spreadsheets, databases, and managing texts. As well as providing the student with an understanding of new ways in which historians are researching their discipline, these skills can be applied to other courses taken by the student, such as their dissertation, and provide transferrable skills that will help with their employability.
The Making of Germany, 843-1122
This module allows you to explore the story of the German Kingdom from the mid-ninth century until the early twelfth. Formed amid the collapse of the Carolingian Empire, it came close to collapse in the early tenth century, yet it was saved by the Magyar crisis, emerging triumphant under the leadership of a new and charismatic dynasty, the Liudolfings. They refounded the kingdom, turning it into the most dynamic state in tenth-century Europe. The vast empire they created - the so-called ‘Holy Roman Empire’ - would endure until 1804 when it was finally suppressed by Napoleon Buonaparte; but in the mid-eleventh century the power of its monarchs was hollowed out by a savage crisis from which the realm would never entirely recover - a devastating civil war that lasted five decades, from the mid-1070s until 1122. This stunning narrative raises many questions. Why did it all go ‘right’? Why did it then go so ‘wrong’? This dramatic story provides fundamental insights into the nature of the medieval kingdom, its capacities and its limitations.
The Roman Empire: Society and Culture in the Mediterranean and Beyond
The Roman Empire stretched from Britain to modern-day Syria, from Morocco to Romania. How did Rome control an empire which ranged from the societies of the Mediterranean basin to those of Arabia and temperate northern Europe? How did the peoples of these regions adapt to, or indeed resist, ‘becoming Roman’? This module will give you a thorough foundation in the history of the Roman Empire from the first emperor Augustus in the first century BCE to late antiquity and the rise of Christianity in the 4th century CE. You will study the immense social, economic, and religious changes that occurred across Europe and the Near East in this period, as well as the political and military history of the Empire. You will confront the challenges of writing Roman history from textual sources that are often fragmentary, or have political and rhetorical agenda which are alien to us today. You will also learn to integrate material evidence, from coins and inscriptions to archaeology, into your understanding of the Roman Empire.
The Trans-Atlantic Slave Trade, 1500-1865
Between 1500 and 1865, Europeans embarked twelve and a half million captive Africans on slave ships for transportation to the Americas, the largest forced trans-oceanic migration in human history. In this module, you will study the slave trade in the context of broader trends in Atlantic history. You will first see how slavery diminished in Europe during the late Middle Ages, just as Europeans began to systematically explore the Atlantic basin. You will then study the rapid expansion of the trade after Columbus’ voyages, as Europeans enslaved increasing numbers of Africans to work in the fields, mines, and ports of the Americas. Focusing on the seventeenth and eighteenth centuries, you will look closely at how the trade operated, and how Africans experienced their enslavement. You will also study north-west England’s connections to the slave trade by investigating how Liverpool and Lancaster merchants outfitted slave ships and profited by the trade, and the slave trade’ influence on industrialization in Lancashire. In the concluding section of the module, you will see how the slave trade was abolished in the early nineteenth century, and the persistence of a clandestine trade until the end of the American Civil War.
Virginia, (1585-1685): Adventure, War and Tobacco in the First American Colony
This course explores the problems of founding a new society in the Americas during the earliest years of English adventurism. Virginia was the founding point of the presence of English people in North America; and the first Africans in English-speaking America. The course begins, chronologically, with the earliest voyages to the North American mainland, the adventurism of Sir Walter Raleigh and the settlements on Roanoke Island and Chesapeake, the relationship with the Powhatan Confederacy, and the Lost Colony. It then moves its attention to the Virginia Company and the settlement of Jamestown, and explores the different experiments by successive governors - John Smith and Sir Thomas Dale in particular - to build a stable and workable community. It looks at the introduction of tobacco, the switch towards a plantation economy and society using slave labour, and the fall of the Company. Finally, it explores the problems of proprietary government, and ends with the governorship of Sir William Berkeley and the rebellion for ‘liberty’ under Nathaniel Bacon, which marked the enslavement of indigenes and Africans.
The Dissertation is a module that progresses from the methodological understandings acquired in Second-Year courses.
You will write a 10,000-word dissertation exploring a challenging historical problem. While, in many cases, we expect that the topic chosen will arise from courses you are studying, it should also be possible to accommodate topics which do not have a direct bearing on your taught courses. The aim is to give you the opportunity to work in depth on a topic of your choice, and to gain the satisfaction of working independently and of making a subject your own. Research for dissertations will usually combine work on secondary literature with the use of primary sources (in translation where necessary). You are expected to demonstrate knowledge of the wider historical context of the subject being explored by including a critical review of relevant published work and to show an awareness of the limitations of primary sources used.
'A World Full of Gods': Lived Religion in the Roman Empire
The gods are encountered at every turn in the Roman Empire, but seldom in the same way or in the same places. This module explores the immense diversity of religious experience, practice, and belief in the Roman world in order to understand religion’s role in the shaping of society and identity across the Empire. You will learn to use a broad range of archaeological, epigraphic, iconographic and literary evidence to reconstruct the lived experience of religion in the Roman Empire, from gods worshiped by German soldiers on the rain-swept Romano-British frontier, to domestic shrines in the kitchens of Pompeii, to the great Greco-Roman pilgrimage sanctuaries of Asia Minor. How can we use site plans to think about the experience of moving through a sanctuary? How do animal bones and pottery assemblages allow us to reconstruct the dynamics of religious sacrifice and ritual feasting? What insights do first-person accounts of encountering gods through dreams and visions by authors such as Aelius Aristides or Cicero give into personal relationships with the divine? Through detailed analysis of primary material and in-depth engagement with modern scholarship on Roman religion, we will explore the complex role played by divine cults, sacred spaces, and religious identities in the construction of society across the vast geographic and chronological span of the Empire. You will also have the opportunity to take part in a field trip to sites and museums on Hadrian's Wall, to experience a range of temple locations and material evidence for Roman religion in person.
Anarchy and Society in the Caribbean, 1620-1720
This module presents an unprecedentedly vivid picture of the lived experience of Europeans, Africans and indigenous Americans over a three-million square mile area (Carolina to the Equator; central America to Bermuda) in which Britons settled an area smaller than Yorkshire.
Though you are unlikely to have much knowledge of the place or period when you start the module, though students who have taken The English Civil War and Virginia will have encountered some of the issues. The course is popular with History Majors and also has resonances with Politics and with English Literature. The interests of each year’s students can be accommodated. You will also have access to a unique collection of (digital) facsimiles of printed and archive sources. You will study the roots of the colonial process but can adopt modern techniques of analysis and presentation such as web-authorship, databases, palaeography (handwriting). You will write traditional essays but also create an individual project tailored in consultation with the tutor to fit your research interests, way of working, opportunity to showcase or learn new skills, and ways of presentation. You will be plunging into a fascinating period and place, asking challenging questions of the human experience and learning valuable transferable skills.
From Rebellion to Revolution: The War for the Throne, 1199-1265
The thirteenth century began with a rebellion that sought to cast a tyrant from the throne of England, followed after fifty years by a revolution, in which a party of barons and bishops backed by a vast popular following seized power from the king and set up a council to govern in his stead: a move that was utterly radical. This period has been hailed as the foundation of the enlightened democracy we enjoy today – but the reality is far darker. This was a world in which religious leaders had the power to punish kings, where rebels fought as sworn crusaders, and where people willingly went to their deaths for a political cause believing themselves martyrs. This world was not democratic, but theocratic.
In this module you will explore the major events of the period, in England and across Christendom, from the making of Magna Carta and the Fourth Lateran Council, to the Albigensian Crusade, the seizure of power in 1258, and the bloody Battle of Evesham that brought the end of England's First Revolution. You will meet the people who shaped this world – from powerful queens like Blanche of Castile and Eleanor of Provence, to leading knight William Marshal and the masterful pope Innocent III, from tyrannical and hapless kings to the churchmen who defied them and were recognised as saints, and from Simon de Montfort, the revolution's charismatic and brutal leader, to the low-born men and women who flocked to his banner. You will be able to uncover their stories through their letters, testimonies, and eye-witness accounts, and a wealth of other primary sources.
Through a range of topics, you will be able to explore your particular interests – whether in the religious, military, political or social aspects of this period – and consider the big questions arising from this course: what can move women and men, poor and rich, to risk their livelihoods, to take life and give their own to decide who ruled the realm?
Intelligent Design? Science, Religion and the Idea of Design in Nature, 1450-1800
Today the claim that God designed everything in the universe has given way to the theory of evolution. The usual story of this change is one of conflict between science and religion. This module, however, will challenge the popular narrative.
Focusing on the period 1450-1800, we will reconsider the rise and fall of the idea that nature was the work of a divine intelligent designer. As well as trying to understand why the design argument became so important in the early modern period, we will seek to understand why it fell out of favour during the 18th century – long before the theory of evolution.
But we will not simply be studying the history of ideas. To understand the role of design in early modern science, we will study a wide range of disciplines and practices – from intellectual disciplines like philosophy, rhetoric and theology, to material practices including chemistry, architectural design, archaeology, and art.
Medieval Theatre: Drama Before Shakespeare
What did theatre look like before Shakespeare? How were devils and vices, divinity and virtue, coronations and carnivals staged during the Medieval period? This module will introduce you to a range of medieval drama, including mystery cycles, civic pageantry, morality plays and interludes, as we explore the weird and wonderful drama of towns, cities, and courts, and look at some of the earliest professional companies to identify the distinctive features of medieval English theatre. As well as reading texts, you will watch recordings of modern performances of medieval theatre. NB No prior knowledge of Middle English is required --the use of modern translations is encouraged to aid understanding.
The details of this module (for example, materials studied) may vary from year to year.
Paradise Lost: Colonization and the Jamaican Environment, 1655-1838
When Europeans first landed in Jamaica, they thought that they had arrived in paradise: a sun-kissed tropical island covered with virgin rainforests, dramatic mountains, and exotic flora and fauna. By the early nineteenth century, colonization had fundamentally transformed this supposedly pristine island. This module explores how this process occurred. You will study the numerous ways that colonists exploited the Jamaican environment: the clear-cutting of forests to make way for monoculture plantations; the importation of plants and animals to replace decimated native species; and the extraction and exhaustion of natural resources. You will simultaneously examine enslaved Africans' and Native Americans' environmental perspectives and see how both groups used Jamaica’s mountains and surviving forests to resist the violent process of colonization. We will conclude by examining the colonists’ growing awareness that they had transformed Jamaica’s climate and natural world, just as the island’s economy was fundamentally changed through emancipation. You will thus emerge from this module with a detailed understanding of the natural history of Jamaica—one of the most fascinating places in the Early Modern Atlantic World—and the exciting field of environmental history more broadly.
Performing Death, Desire and Gender
How are acts of desire, murder, fake and ‘real’ deaths represented on stage in early modern drama and how are these experiences gendered? This module will explore both the construction and deconstruction of death, desire, and genders, by focusing on performance. The performativity of gender, on stage and beyond, was materialised in the theatres of early modern England where boys played female roles, thus often representing both female desire and same-sex desire at the same time. We will study texts by Marlowe, Middleton, Heywood, Webster, Wroth as well as some contemporary productions and film adaptations. We will also engage in some short practical explorations -- such as getting the text ‘on its feet’; and the module will culminate in a series of short presentations and performances by the group. No previous experience of (or expertise in) acting is necessary.
The details of this module (for example, materials studied) may vary from year to year.
It has been argued that the Gothic, and the rise of the Gothic novel, is part of a history that goes back to long before the eighteenth century. This module therefore coins the term ‘Premodern Gothic’ to consider some of the ways in which a range of generically diverse texts produced in England between c.1450 and 1600 engage with Gothic tropes and sensibilities (ghosts, vampires, castles, darkness, magic, terror, and wonder etc.) long before the rise of the Gothic novel. Texts currently studied include: Sir Gawain and the Green Knight, Shakespeare’s Titus Andronicus, Edmund Spenser’s The Faerie Queene, and Thomas Nashe’s The Terrors of the Night.
The details of this module (for example, materials studied) may vary from year to year.
Ben Jonson claimed of Shakespeare ‘he was not of an age but for all time.’ This course examines Shakespearean drama and poetry in its own time: as a platform in which early modern debates about agency and government, family, national identity, were put into play, and in relation to how we perceive these issues now. The stage was and is a place in which questions of gender, class, race, gain immediacy through the bodies and voices of actors. By examining texts from across Shakespeare’s career, we will explore their power to shape thoughts and feelings in their own age and in ours. We will consider Shakespeare’s manipulation of genre (poetry, comedy, history, tragedy and romance) and the ways the texts make active use of language (verse, prose, rhyme, rhythm) and theatrical languages (costume, stage positions) to generate meaning. The course will consider how, in the past and in the present, Shakespeare’s texts exploit the emotional and political possibilities of poetry and drama.
As part of their assessment for this course, students may opt to take part in a full-scale public performance of one of the plays we have studied; this is usually staged at Lancaster Castle.
The East India Company: Merchant State, 1600-1857
The English East India Company (founded 1600) was the most famous corporation in world history: its business connecting the British Isles across the Atlantic, Indian, and Pacific Oceans. It was a protagonist of globalisation. Its longevity - from Elizabeth to Victoria - provides a common thread with which to illuminate the broader English/British story and the separate histories of the territories with which the Company engaged. Historians have debated what the Company represented. It did much to stimulate global trade, but was it a private business in the modern sense? It ruled British territory on behalf of the British state, but was it a state in its own right? This course encourages you to engage with these (and other) large and important questions and digest the high-quality literature that the Company has rightly attracted. But the core of this class will be the challenge and joy of digesting the remarkable corpus of documents and writings that the Company issued or provoked from well-known political economists like Karl Marx and Adam Smith, to managers like Elizabeth Dalyson and non-European writers such as Mirza Abu Taleb Khan. You will be introduced to translated Persian documents, the correspondence of Company factors in Japan, charters, board room minutes, pamphlets, and histories and will explore art and architecture in the cities it did so much to develop. You will gain a broad understanding of seventeenth-, eighteenth-, and nineteenth-century British, Indian, and global history; and develop expertise in cultural, art, political, parliamentary, global, economic, constitutional, gender, and business history.
Vikings and Sea-Kings: Power and Plunder in the Irish Sea Region, 794-1079
The Vikings inspired both fear and fascination in medieval times, and they continue to exercise a powerful hold on the modern imagination. In this Special Subject you will explore the Viking Age in the Irish Sea region and the Isles. The course ranges from the first Viking raids to the creation of the kingdom of Man and the Isles, a ‘sea-kingdom’ that encompassed numerous islands. The course offers you the chance to develop a sophisticated understanding of textual sources as well as non-textual material. You will gain a grasp of political history, and you will also have the opportunity to study the economy, culture, ethnicity and gender. The field is flourishing, and exciting new finds such as the Galloway Hoard continue to refresh our understanding of the period. You will have access to plenty of secondary literature, and there is scope for developing original interpretations by studying the primary material.
There will be some focus on the prolific evidence from north-west England, including artefacts in local museums and impressive stone monuments. You may have the chance to participate in a field trip to a site or museum (you should set aside approximately £35.00 for local transport). The local evidence will be set in the broader context of Britain, Ireland, the Isle of Man and the North Atlantic.
Fees and funding
We set our fees on an annual basis and the 2025/26 entry fees have not yet been set.
As a guide, our fees in 2024/25 were:
There may be extra costs related to your course for items such as books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation, you may need to pay a subscription to a professional body for some chosen careers.
Specific additional costs for studying at Lancaster are listed below.
Lancaster is proud to be one of only a handful of UK universities to have a collegiate system. Every student belongs to a college, and all students pay a small college membership fee which supports the running of college events and activities. Students on some distance-learning courses are not liable to pay a college fee.
For students starting in 2023 and 2024, the fee is £40 for undergraduates and research students and £15 for students on one-year courses. Fees for students starting in 2025 have not yet been set.
Computer equipment and internet access
To support your studies, you will also require access to a computer, along with reliable internet access. You will be able to access a range of software and services from a Windows, Mac, Chromebook or Linux device. For certain degree programmes, you may need a specific device, or we may provide you with a laptop and appropriate software - details of which will be available on relevant programme pages. A dedicated IT support helpdesk is available in the event of any problems.
The University provides limited financial support to assist students who do not have the required IT equipment or broadband support in place.
Study abroad courses
In addition to travel and accommodation costs, while you are studying abroad, you will need to have a passport and, depending on the country, there may be other costs such as travel documents (e.g. VISA or work permit) and any tests and vaccines that are required at the time of travel. Some countries may require proof of funds.
Placement and industry year courses
In addition to possible commuting costs during your placement, you may need to buy clothing that is suitable for your workplace and you may have accommodation costs. Depending on the employer and your job, you may have other costs such as copies of personal documents required by your employer for example.
What is my fee status?
The fee that you pay will depend on whether you are considered to be a home or international student. Read more about how we assign your fee status.
Fees in subsequent years
Fees are set by the UK Government annually, and subsequent years' fees may be subject to increases. Read more about fees in subsequent years.
Fees for study abroad and work placements
We will charge tuition fees to Home undergraduate students on full-year study abroad/work placements in line with the maximum amounts permitted by the Department for Education. The current maximum levels are:
- Students studying abroad for a year: 15% of the standard tuition fee
- Students taking a work placement for a year: 20% of the standard tuition fee
International students on full-year study abroad/work placements will be charged the same percentages as the standard International fee.
Please note that the maximum levels chargeable in future years may be subject to changes in Government policy.
Scholarships and bursaries
Details of our scholarships and bursaries for students starting in 2025 are not yet available. You can use our scholarships for 2024-entry applicants as guidance.
- Chinese Studies and History BA Hons : T1V1
- English Literature and History BA Hons : QV31
- English Literature and History (Placement Year) BA Hons : QV32
- English Literature and History (Study Abroad) BA Hons : QV33
- French Studies and History BA Hons : RV11
- German Studies and History BA Hons : RV21
- History BA Hons : V100
- History (Placement Year) BA Hons : V101
- History (Study Abroad) BA Hons : V103
- History and International Relations BA Hons : VL12
- History and International Relations (Placement Year) BA Hons : VL13
- History and International Relations (Study Abroad) BA Hons : VL14
- History and Philosophy BA Hons : VVC5
- History and Philosophy (Placement Year) BA Hons : VVC6
- History and Philosophy (Study Abroad) BA Hons : VVC7
- History and Politics BA Hons : LV21
- History and Politics (Placement Year) BA Hons : LV22
- History and Politics (Study Abroad) BA Hons : LV23
- History, Philosophy and Politics BA Hons : V0L0
- History, Philosophy and Politics (Placement Year) BA Hons : V0L1
- History, Philosophy and Politics (Study Abroad) BA Hons : V0L2
- Medieval and Early Modern Studies (Placement Year) BA Hons : V126
- Medieval and Early Modern Studies (Study Abroad) BA Hons : V127
The information on this site relates primarily to 2025/2026 entry to the University and every effort has been taken to ensure the information is correct at the time of publication.
The University will use all reasonable effort to deliver the courses as described, but the University reserves the right to make changes to advertised courses. In exceptional circumstances that are beyond the University’s reasonable control (Force Majeure Events), we may need to amend the programmes and provision advertised. In this event, the University will take reasonable steps to minimise the disruption to your studies. If a course is withdrawn or if there are any fundamental changes to your course, we will give you reasonable notice and you will be entitled to request that you are considered for an alternative course or withdraw your application. You are advised to revisit our website for up-to-date course information before you submit your application.
More information on limits to the University’s liability can be found in our legal information.
Our Students’ Charter
We believe in the importance of a strong and productive partnership between our students and staff. In order to ensure your time at Lancaster is a positive experience we have worked with the Students’ Union to articulate this relationship and the standards to which the University and its students aspire. View our Charter and other policies.
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