Modules for course RV11 | BA/HFR
BA History/French

These were the modules for this course in the 2017–18 academic year.

You can also view the modules offered in the years: 2018–19; 2019–20.

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Year 1 Modules

Compulsory Modules

Semester 1

  • HCH-1050: The Past Unwrapped (20)
    1. Introduction: From Past to Present: Some ideas on how to make the best of your existing skills as you move to university-level study. Learn some of the basics of studying History and/or Archaeology at Bangor. 2. Library skills and making intelligent use of the web: Looking at what to expect in the university library, how to use reading lists, how much to read and what to do with all those electronic resources at your disposal. 3. From chaos to order: organisation and note-taking. How to plan and organise your work, and how to make wise decisions when taking notes from books, articles and lectures. 4. Avoiding plagiarism: Learn why cutting and pasting from the web is bad practice, and why academic misconduct is treated very seriously. Learn as well how to avoid this by referencing effectively i.e. using evidence, footnotes and compiling solid bibliographies. 5. Essays and making a good (grammatical) impression: Understand what the essay question actually wants you to do, how to structure your work, and how to develop an argument. Gain insight into some of the common errors in History and Archaeology essays, and see why good spelling and punctuation are crucial. 6. Historiography: How to make sense of all these academics saying different things and disagreeing with each other. What are the differences (and similarities) between ‘academic’ and ‘popular’ history? 7. Analysis and critical thinking: Or, how to move beyond just describing the past. Understand what your tutor means by telling you to be more critical. 8. Make your voice heard: competent communication: Understand why it’s important for you to communicate your ideas clearly, and how you can prepare effectively for presentations. 9. Documents and sources: Learn how historians use different types of documents and artefacts, and explore how you can analyse them yourself. 10. Far-reaching feedback: What is the purpose of feedback, and how are different types of assignments marked? Learn that you need to look beyond your mark to improve your work. 11. Exam technique: How to keep it together in exams, and how to deduce what exam questions actually want you to do.
    or
    HCC-1050: Dechrau o'r Dechrau (20)
    1. Rhagarweiniad: O'r Gorffennol i'r Presennol: Rhai syniadau ar sut i wneud y defnydd gorau o'ch sgiliau presennol wrth i chi symud ymlaen i astudio ar lefel prifysgol. Dysgu rhai o egwyddorion sylfaenol astudio Hanes ac/neu Archaeoleg ym Mangor. 2. Sgiliau llyfrgell a defnyddio'r we yn ddeallus: Edrych ar yr hyn y dylech ei ddisgwyl yn llyfrgell y brifysgol, sut i ddefnyddio rhestrau darllen, faint i'w ddarllen a beth i'w wneud gyda'r holl adnoddau electroneg hynny sydd ar gael i chi. 3. O anrhefn i drefn: rhoi trefn ar bethau a chymryd nodiadau. Sut i gynllunio a threfnu eich gwaith, a sut i wneud penderfyniadau doeth wrth gymryd nodiadau o lyfrau, erthyglau a darlithoedd. 4. Osgoi llên-ladrad: Dysgu sut mae torri a phastio deunydd o'r we yn ffordd wael iawn o weithio a pham mae camymddwyn academaidd yn cael ei drin fel mater difrifol iawn. Dysgu'n ogystal sut i osgoi hyn drwy gyfeirnodi effeithiol, h.y. defnyddio tystiolaeth, troednodiadau a llunio llyfryddiaethau cadarn. 5. Traethodau a gwneud argraff (ramadegol) dda: Deall beth yn union mae cwestiwn y traethawd eisiau i chi ei wneud, sut i drefnu eich gwaith a sut i ddatblygu dadl. Cael golwg ar rai camgymeriadau cyffredin mewn traethodau Hanes ac Archaeoleg a gweld pam fod sillafu da ac atalnodi yn allweddol. 6. Hanesyddiaeth: Sut i wneud synnwyr o'r holl academyddion hyn yn dweud pethau gwahanol ac anghytuno â'i gilydd. Beth yw'r gwahaniaethau (a'r tebygrwydd) rhwng hanes 'academaidd' a 'phoblogaidd'? 7. Dadansoddi a meddwl yn feirniadol: Neu, sut i fynd ymhellach na dim ond disgrifio'r gorffennol. Deall beth mae eich tiwtor yn ei olygu pan fydd yn dweud wrthych am fod yn fwy beirniadol. 8. Cyfle i ddweud eich dweud: cyfathrebu medrus: Deall pam mae'n bwysig i chi gyfathrebu eich syniadau'n glir, a sut y gellwch baratoi'n effeithiol at gyflwyniadau. 9. Dogfennau a ffynonellau: Dysgu sut mae haneswyr yn defnyddio gwahanol fathau o ddogfennau ac arteffactau ac edrych sut y gellwch eu dadansoddi eich hun. 10. Adborth (sylwadau) pellgyrhaeddol: Beth yw diben adborth (sylwadau ar eich gwaith), a sut y caiff mathau gwahanol o aseiniadau eu marcio? Dysgu bod angen i chi edrych y tu hwnt i'ch marc i wella eich gwaith. 11. Sut i weithredu mewn arholiadau: Sut i beidio â chynhyrfu a gwneud yn dda mewn arholiadau, a gweld beth yn union mae cwestiynau arholiad yn gofyn i chi ei wneud.

40 credits from:

  • LZF-1001: Advanced French 1 (20) (Semester 1 + 2) Core
    This module has been designed in order to enable post 'A' level students to develop written communicative skills in French by extending linguistic competence acquired at 'A' level. It comprises a text-based class in which students have the opportunity to develop translation skills and paraphrasing techniques. Students also have the opportunity to revise and consolidate key areas of grammar in a second class which constitutes the grammatical spine of the module. The texts used in this module are chosen from a range of sources including the media and literary works in order to familiarise students with variations in tone and register. A thematic approach is used in the text-based class in order to enable students to gain an insight into particular French themes and issues while developing the various written communicative skills outlined. Key texts We use the following as a course book: Simone Renaud and Dominique van Hooff. En Bonne Forme (8th edition) (New York: John Wiley and Sons, 2008) We also recommend the students purchase the following: - A large bilingual dictionary, such as the latest edition of the Collins-Robert or the Oxford-Hachette. - A large monolingual dictionary, such as the latest edition of Le Petit Robert. - A detailed French grammar reference book to complement the course book. We recommend the latest edition of Hawkins and Towell’s French Grammar and Usage or Glanville Price’s A Comprehensive French Grammar. Although it is somewhat briefer than the two previous books, we also suggest that Ferrat’s A French Reference Grammar is suitable for first year purposes.”
    or
    LCF-1001: Sgiliau Iaith Ffrangeg (20) (Semester 1 + 2) Core
    Yn yr wythnosau cyntaf, byddwn yn cadarnhau 'blociau adeiladu' yr iaith ysgrifenedig (rhannau ymadrodd, cenedl enwau, cytundeb gramadegol ayyb), yn ogystal â chyflwyno'r prif werslyfr. Wedyn, bydd y dosbarthiadau'n cael eu rhannu rhwng cyflwyno iaith o "En bonne forme", darllen a thrafod testunau mewn Ffrangeg, ac adborth ar yr aseiniadau hynny y rhoddir marc iddynt. Byddwch yn cael rhaglen o flaen llaw sy'n nodi'r gwaith darllen a'r aseiniadau sydd i'w gwneud yn yr wythnosau i ddod. Trwy'r flwyddyn bydd cyfres o ymarferion i'w gwneud ar gyfrifiadur yn y Ganolfan Ieithoedd; dylai hynny olygu rhyw awr o waith yr wythnos. Key texts We use the following as a course book: Simone Renaud and Dominique van Hooff. En Bonne Forme (8th edition) (New York: John Wiley and Sons, 2008) We also recommend the students purchase the following: - A large bilingual dictionary, such as the latest edition of the Collins-Robert or the Oxford-Hachette. - A large monolingual dictionary, such as the latest edition of Le Petit Robert. - A detailed French grammar reference book to complement the course book. We recommend the latest edition of Hawkins and Towell’s French Grammar and Usage or Glanville Price’s A Comprehensive French Grammar. Although it is somewhat briefer than the two previous books, we also suggest that Ferrat’s A French Reference Grammar is suitable for first year purposes. Any other learning resources Students are required to complete grammar exercises on a programme called Lingu.
  • LZF-1002: French Communication Skills (20) (Semester 1 + 2) Core
    This topic-based module complements LZF1001 by developing proficiency in spoken French acquired at 'A' level. A range of audio and visual aids is used in each class in order to stimulate group discussions, debates and individual presentations on a particular theme. Aural skills are also developed through audio and video comprehension exercises. The purpose of this module is to enable students to defend themselves orally in a range of topics relating to contemporary French and Francophone life and society and to improve comprehension of different French accents. Key texts This module involves oral comprehension classes and conversation classes. At the start of each semester, students are given a course booklet containing the questions for the listening comprehension exercises, general module information, and lists of websites that they can use in order to watch French television and listen to French radio. We also recommend the students purchase the following: - A large bilingual dictionary, such as the latest edition of the Collins-Robert or the Oxford-Hachette. - A large monolingual dictionary, such as the latest edition of Le Petit Robert. - A detailed French grammar reference book to complement the course book. We recommend the latest edition of Hawkins and Towell’s French Grammar and Usage or Glanville Price’s A Comprehensive French Grammar. Although it is somewhat briefer than the two previous books, we also suggest that Ferrat’s A French Reference Grammar is suitable for first year purposes. Webpages: Students are expected to be regularly keeping up-to-date with new stories in France via websites such as the following: www.lemonde.fr www.liberation.fr www.figaro.fr French television news programmes - Daily 8am, 1pm and 8pm national news bulletins from France 2: http://jt.france2.fr - Regional and local news bulletins from France 3 (also available as podcasts): http://jt.france3.fr/ - International news bulletins and short docu-films from TV5: www.tv5.org - iTélé: http://www.itele.fr/ - BFM TV : http://www.bfmtv.fr/ French radio stations - Europe 1 (news and discussion): http://www.europe1.fr/ - France Info (news): http://www.radiofrance.fr/chaines/france-info/accueil/ - France Inter (news): http://www.radiofrance.fr/franceinter/accueil/ - France Culture (news and culture, bit like BBC Radio 4): http://www.radiofrance.fr/chaines/france-culture2/sommaire/ - Radio France Internationale (international news): http://www.rfi.fr/
    or
    LCF-1002: Sgiliau Cyfathrebu Ffrangeg (20) (Semester 1 + 2) Core
    Mae'r modiwl hwn yn mynd law yn llaw â LCF1001, ac mae'n canolbwyntio ar sgiliau llafar a gwrando'r myfyrwyr. Yn ogystal â dosbarthiadau sgwrsio traddodiadol a gwaith yn seiliedig ar arddweud, mae pytiau o deledu Ffrangeg yn cyflwyno'r myfyrwyr i Ffrangeg fel y caiff ei siarad go iawn heddiw gan siaradwyr brodorol o amrywiaeth o gefndiroedd. Bydd gwaith yn y Ganolfan Ieithoedd yn golygu gwrando ar ffeiliau sain a recordio eu hunain ar gyfrifiadur, a hynny dan arolygiaeth y staff er mwyn gallu rhoi adborth unigol. Nod y modiwlau iaith yw cael y myfyrwyr i gael meistrolaeth gadarn o ramadeg, a gallu defnyddio'r Ffrangeg ar lafar ac yn ysgrifenedig, gan ddod yn fwy medrus a hyderus wrth siarad ac ysgrifennu. Key texts This module involves oral comprehension classes and conversation classes. At the start of each semester, students are given a course booklet containing the questions for the listening comprehension exercises, general module information, and lists of websites that they can use in order to watch French television and listen to French radio. We also recommend the students purchase the following: - A large bilingual dictionary, such as the latest edition of the Collins-Robert or the Oxford-Hachette. - A large monolingual dictionary, such as the latest edition of Le Petit Robert. - A detailed French grammar reference book to complement the course book. We recommend the latest edition of Hawkins and Towell’s French Grammar and Usage or Glanville Price’s A Comprehensive French Grammar. Although it is somewhat briefer than the two previous books, we also suggest that Ferrat’s A French Reference Grammar is suitable for first year purposes.
  • LZF-1003: French for Beginners I (20) (Semester 1) Core
    The module is devised to suit 'ab initio' and post-GCSE students of French and focuses on the development of basic oral, aural and written communicative skills. The module involves an introduction to and [in the case of those with GCSE knowledge of the language] a revision of key areas of grammar (present and past tenses, the future and conditional tenses, nouns, adjectives, prepositions). Students will acquire general vocabulary and key expressions relating to self, family, daily routine, hobbies, likes and dislikes, in part through role-play situations. Using appropriate audio/visual aids, students will also be introduced to modern and contemporary French culture and society. Key texts: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
    or
    LCF-1003: Ffrangeg i Ddechreuwyr I (20) (Semester 1) Core
    Mae'r modiwl hwn yn addas ar gyfer dechreuwyr a myfyrwyr sydd wedi astudio Ffrangeg at TGAU. Mae'n canolbwyntio ar ddatblygu sgiliau llafar, gwrando ac ysgrifennu. Mae'r modiwl yn cynnwys cyflwyniad ac adolygu (yn achos rhai sydd eisoes wedi gwneud TGAU) y rhannau allweddol o ramadeg (yr amser presennol a'r gorffennol, y dyfodol a'r amodol, enwau, ansoddeiriau, arddodiaid). Bydd y myfyrwyr yn dysgu geirfa gyffredinol a'r ymadroddion allweddol sy'n ymwneud â'r hunan, y teulu, gweithgareddau bob-dydd, diddordebau, yr hyn maent yn ei hoffi/gasáu, a hynny yn rhannol trwy sefyllfaoedd chwarae rôl. Gan ddefnyddio'r cymhorthion sain/gweledol priodol, bydd y myfyrwyr yn cael eu cyflwyno i'r diwylliant a'r gymdeithas Ffrengig heddiw. Key texts The following textbooks are used: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
  • LZF-1004: French for Beginners II (20) (Semester 2) Core
    This module is aimed at all first year students who have completed French for Beginners 1. The module aims to develop the basic oral, aural and written communicative skills acquired in semester 1 in order to bring students up to and beyond a level of proficiency equivalent to 'A' level. Students apply the grammatical principles learned in semester 1 to extended pieces of writing and also focus on more complex grammatical structures. Aural communicative skills are developed through audio and video tape comprehension exercises and students are required to make individual presentations on more sophisticated topics. Key texts: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
    or
    LCF-1004: Ffrangeg i Ddechreuwyr II (20) (Semester 2) Core
    Bydd y modiwl hwn, a gynhelir yn yr ail semester, yn cynnwys pedair awr o oriau cyswllt yr wythnos. Mae wedi ei anelu at fyfyrwyr yn y flwyddyn gyntaf sydd wedi cwblhau Ffrangeg i Ddechreuwyr 1 a Myfyrwyr Canolradd 1. Nod y modiwl yw datblygu'r sgiliau sylfaenol mewn siarad, gwrando ac ysgrifennu a gafwyd yn semester 1 er mwyn dod â hwy i'r lefel hyfedredd sy'n cyfateb i Lefel A. Bydd y myfyrwyr yn defnyddio'r egwyddorion gramadeg a ddysgwyd yn semester 1 wrth ysgrifennu darnau mwy estynedig, gan ganolbwyntio ar gystrawennau mwy cymhleth (Y Goddefol, y Dibynnol a'r Gorchmynnol). O ran datblygu sgiliau llafar, bydd y myfyrwyr yn trafod mwy yn yr iaith darged. Caiff sgiliau gwrando eu datblygu hefyd trwy ymarferion tâp sain a fideo. Key texts The following textbooks are used: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
  • Students without A Level French take LZF-1003 and LZF-1004 Students with A Level French take LZF-1001 and LZF-1002.

Optional Modules

40 credits from:

  • HXH-1002: Birth of Modern Europe (20) (Semester 2)
    The Renaissance; state formation; multiple monarchies (Valois France, the Habsburg Dominions, centre and peripheries in Britain and Ireland); the Reformation in Britain and on the Continent.
    or
    HXC-1003: Genedigaeth yr Ewrop Fodern (20) (Semester 2)
  • HXH-1004: Intro Modern History1815-1914 (20) (Semester 1)
    This module provides an introduction to nineteenth-century history, in particular: - Key events and dates - The political geography of Europe - Industrial Revolutions - Workers - Workers’ Political Movements - Middle Classes - Liberalism and Conservatism - Elites - Revolutions - Nationalism and Nation States - The Disintegration of Multinational Empires - War and Diplomacy - Imperialism It also provides an introduction to basic study skills, in particular: - The Library - Planning, Literature Search, Bibliography - Essay Writing - References, Footnotes, Plagiarism
    or
    HXC-1004: Cyflwyniad Hanes Modern (20) (Semester 1)
    Bydd y modiwl hwn yn rhoi arweiniad i hanes y bedwaredd ganrif ar bymtheg, yn arbennig: - y chwyldro amaethyddol a’r chwyldro diwydiannol - yr elit a’r dosbarth canol - Rhyddfrydiaeth a Cheidwadaeth - gweithwyr a'r werin - mudiadau gwleidyddol gweithwyr - chwyldroadau - cenedlaetholdeb a hunaniaeth genedlaethol - rhyfel a diplomyddiaeth - Imperialaeth
  • HXW-1007: Wales: Princes to Tudors (20) (Semester 1)
    Wales in the age of Owain Gwynedd and Lord Rhys; Gerald of Wales; rise of Llywelyn ap Iorwerth in Gwynedd and over much of the rest of Wales; the reign of Dafydd ap Llywelyn and succession to Gwynedd; the hegemony and downfall of Llywelyn ap Gruffudd, prince of Wales; poetry and history writing in medieval Wales; Welsh political aspirations in l4th century; Owain Glyndŵr and his movement; Brutus, 1485 and political prophecy; Wales and the Reformation; Wales and the Renaissance; Wales and 16th-century politics – the Acts of Union.
    or
    HXC-1007: Cymru: Tywysogion i Duduriaid (20) (Semester 1)
    Oes Owain Gwynedd a'r Arglwydd Rhys; Gerallt Gymro; Llywelyn ap Iorwerth (m. 1240) a'i feibion; Penarglwyddiaeth a chwymp Llywelyn ap Gruffudd, Tywysog Cymru (m. 1282); barddoniaeth a hanes yn yr Oesoedd Canol; dyheadau gwleidyddol Cymreig yn y bedwaredd ganrif ar ddeg; mudiad Glyndwr; Brutus, 1485 a'r traddodiad proffwydol; Cymru a'r Diwygiad Protestannaidd; Cymru a'r Dadeni; Cymru a gwleidyddiaeth yr unfed ganrif ar bymtheg - y Deddfau Uno.
  • HXH-1009: War, Society and the Media (20) (Semester 2) or
    HXC-1009: Rhyfel, Cymdeithas, Cyfryngau (20) (Semester 2)
  • HXW-1010: Wales since 1789 (20) (Semester 2) or
    HXC-1006: Cymru yn y Byd Modern (20) (Semester 2)
    Wythnos 1: Darlith: Deall Cymru fodern ac amcanion y modiwl Dim seminar Wythnos 2: Darlith: Meithrin Cymru fodern (i): Diwydiant ac economi Seminar: Siartiaeth a Beca Wythnos 3: Darlith: Meithrin Cymru fodern (ii): Trosedd, cosb a moesoldeb Seminar: Y Gymru fywgraffiadol: David Lloyd George fel astudiaeth achos Wythnos 4: Darlith: Themâu (i): Mewnfudo ac allfudo Seminar: Mewnfudo Wythnos 5: Darlith: Themâu (ii): Iaith, addysg a chrefydd yn y 19eg ganrif Seminar: Cenedlaetholdeb, Tynged yr Iaith Wythnos 6: Darlith: Themâu (iii): Effaith y ddau ryfel byd Seminar: Y Gymru Lafurol Gweithdy: Eidalwyr yng Nghymru Wythnos 7: WYTHNOS DDARLLEN Wythnos 8: Darlith: Themâu (iv): Merched a llunio Cymru fodern Seminar: Cerddoriaeth boblogaidd Wythnos 9: Darlith: Themâu (v): Diwylliant poblogaidd a newid cymdeithasol Seminar: Merched mewn llenyddiaeth Gymreig Wythnos 10: Darlith: Themâu (vi): Chwaraeon a hunaniaeth Seminar: Hunaniaeth Wythnos 11: Darlith: Materion (i): Y frwydr am hunan-reolaeth Seminar: Y Cwestiwn Cenedlaethol Wythnos 12: Darlith: Materion (ii): Creu Cymru newydd? Seminar: Sesiwn adolygu
  • HXH-1011: Europe in the High Middle Ages (20) (Semester 1) or
    HXC-1011: Ewrop yn y Canol Oesoedd Uchel (20) (Semester 1)
  • Students are encouraged to select modules that cover more than one of the generally recognised periods of History (Medieval, Early Modern and Modern).

20 credits from:

  • LZG-1003: German for Beginners I (20) (Semester 1)
    The module is devised to suit 'ab initio' and post-GCSE students of German and focuses on the development of basic oral, aural and written communicative skills. The module involves an introduction to and [in the case of those with GCSE knowledge of the language] a revision of key areas of grammar (present and past tenses, the future and conditional tenses, nouns, adjectives, prepositions). Students will acquire general vocabulary and key expressions relating to self, family, daily routine, hobbies, likes and dislikes, in part through role-play situations. Using appropriate audio/visual aids, students will also be introduced to modern and contemporary German culture and society Key Text Storz, Thomas, Jutta Müller and Hartmut Aufderstraße, Delfin (Munich: Hueber Verlag, 2014). Websites SMLC offers a link list for all language students that covers the most important resources (newspapers, TV channels, online grammar and dictionaries, etc.) in the language(s) that they study: http://www.bangor.ac.uk/ml/links-german.php.en (German online resources) http://www.bangor.ac.uk/ml/links-welsh.php.en (Welsh medium resources) Additionally, students are encouraged to consult: English-German Context Dictionary: http://www.linguee.com/
  • LZI-1003: Italian for Beginners I (20) (Semester 1)
    This is a module running in semester 1 aimed at absolute beginners. This module intends to make students become familiar with the basic structures of the language in order to enable them to express themselves, both orally and in writing, on very simple topics related to everyday life situations. The textbook adopted for this course is 'Spazio Italia 1' (Loescher Editore). This particular text has been selected for its communicative approach to language teaching which, in conjunction with a more traditional approach to grammar, allows students to speed up their progress in all the four essential language learning skills of speaking, reading, listening and writing. Key Texts: Diaco, Mimma Flavia & Maria Gloria Tommasini, Spazio Italia 1, (Torino: Loescher Editore, 2011). Diaco, Mimma Flavia & Maria Gloria Tommasini, Spazio Italia 3, (Torino: Loescher Editore, 2011). Webpages: www.rainews.it www.repubblica.it Any other learning resources: Lingu exercises
  • LZS-1003: Spanish Begin./Intermed. 1 (20) (Semester 1)
    This module is aimed at ab initio and post GCSE students of Spanish and focuses on the development of basic oral, aural and written communicative skills. The module involves an introduction to (and in the case of those with GCSE knowledge of the language), a revision of key areas of grammar (present and past tenses, the future and conditional tenses, nouns, adjectives, prepositions) and general vocabulary and key expressions relating to self, family, daily routine, hobbies, likes and dislikes and role-play situations. Through selected audio/visual aids, students will also be introduced to Spanish culture and society. Textbook: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
    or
    LCS-1003: Sbaeneg i Ddechreuwyr 1 (20) (Semester 1)
    Mae'r modiwl hwn wedi ei anelu at ddechreuwyr a myfyrwyr sydd wedi astudio TGAU Sbaeneg ac mae'n canolbwyntio ar ddatblygu sgiliau cyfathrebu llafar, clywedol ac ysgrifenedig sylfaenol. Mae'r modiwl yn cynnwys cyflwyniad ac (yn achos myfyrwyr sydd wedi astudio TGAU Sbaeneg) adolygiad o elfennau gramadegol allweddol (yr amser presennol a'r gorffennol, y dyfodol a'r amodol, enwau, ansoddeiriau, arddodiaid) a geirfa ac ymadroddion cyffredin sy'n ymwneud â'r hunan, y teulu, bywyd pob dydd, hobïau, hoff bethau a chas bethau a chwarae rôl. Trwy gymhorthion clywedol/gweledol cyflwynir myfyrwyr hefyd i ddiwylliant a chymdeithas Sbaenaidd. Llyfr cwrs: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
  • LZG-1004: German for Beginners II (20) (Semester 2)
    This module is aimed at all first year students who have completed German for Beginners 1. The module aims to develop the basic oral, aural and written communicative skills acquired in semester 1 in order to bring students up to and beyond a level of proficiency equivalent to 'A' level. Students apply the grammatical principles learned in semester 1 to extended pieces of writing and also focus on more complex grammatical structures. Aural communicative skills are developed through audio and video tape comprehension exercises and students are required to make individual presentations on more sophisticated topics Course book: Storz, Thomas, Jutta Müller and Hartmut Aufderstraße, Delfin (Munich: Hueber Verlag, 2014). Websites: SMLC offers a link list for all language students that covers the most important resources (newspapers, TV channels, online grammar and dictionaries, etc.) in the language(s) that they study: http://www.bangor.ac.uk/ml/links-german.php.en (German online resources) http://www.bangor.ac.uk/ml/links-welsh.php.en (Welsh medium resources) Additionally, students are encouraged to consult: English-German Context Dictionary: http://www.linguee.com/
  • LZI-1004: Italian for Beginners II (20) (Semester 2)
    This module is aimed at all first year students who have completed Italian for Beginners 1. The module aims to develop the basic oral, aural and written communicative skills acquired in semester 1 in order to bring students up to and beyond a level of proficiency equivalent to 'A' level. Students apply the grammatical principles learned in semester 1 to extended pieces of writing and also focus on more complex grammatical structures. Aural communicative skills are developed through audio and video tape comprehension exercises and students are required to make individual presentations on more sophisticated topics. Key Texts: Diaco, Mimma Flavia & Maria Gloria Tommasini, Spazio Italia 1, (Torino: Loescher Editore, 2011). Diaco, Mimma Flavia & Maria Gloria Tommasini, Spazio Italia 3, (Torino: Loescher Editore, 2011). Webpages: www.rainews.it www.repubblica.it Any other learning resources: Lingu exercises
  • LZS-1004: Spanish Begin./Intermed. 2 (20) (Semester 2)
    This module is aimed at all first year students who have completed Spanish for Beginners and Intermediate Students 1. The module aims to develop the basic oral, aural and written communicative skills acquired in semester 1 in order to bring students up to and beyond a level of proficiency equivalent to 'A' level. Students apply the grammatical principles learned in semester 1 to extended pieces of writing and also focus on more complex grammatical structures. Aural communicative skills are developed through audio and video tape comprehension exercises and students are required to make individual presentations on more sophisticated topics. Textbook: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
  • QXL-1112: Language and Culture (20) (Semester 2)
    1. the relationship between language, culture and thought processes, 2. the relationship between language and identity, 3. the structures of bilingual societies, 4. the different manifestations of multilingualism, particularly in relation to the concepts of bilingualism and diglossia, 5. the cultural, political, and anthropological issues surrounding minority languages & language policy.
  • LXE-1600: Cultures in Context (20) (Semester 2)
  • LXE-1700: History in Context (20) (Semester 1)

Year 2 Modules

Compulsory Modules

Semester 1

  • LZF-2040: French Language Skills (40) Core
    Building on the foundations of the first year language course, classes on written language skills, listening comprehension and translation into English, and oral communication skills will further develop proficiency and fluency in French. Written language skills include grammar review, paraphrasing, translation into French and essay-writing, and will focus on journalistic, literary and professional language. Listening comprehension classes will draw from modern, authentic material including recent French TV reports, and involve comprehension and paraphrasing exercises. The language materials used will concern the following topics: media, employability, the arts and socio-cultural debates. Oral skills will develop fluency across different registers of spoken French. All classes seek to develop the skills students will need for their third year in a French-speaking country.
    or
    LCF-2040: Sgiliau Iaith Ffrangeg (40) Core
    Gan adeiladu ar sylfaeni cwrs iaith y flwyddyn gyntaf, bydd y dosbarthiadau ar sgiliau ysgrifenedig, gwrando a deall a chyfieithu i'r Gymraeg/Saesneg, a sgiliau llafar yn datblygu hyfedredd a rhuglder yn y Ffrangeg. Bydd y sgiliau iaith ysgrifenedig yn cynnwys adolygu pwyntiau gramadegol, aralleirio, cyfieithu i'r Ffrangeg ac ysgrifennu traethodau, ac yn canolbwyntio ar yr iaith newyddiadurol, lenyddol a phroffesiynol. Bydd y dosbarthiadau gwrando a deall yn defnyddio ffynonellau dilys oddi ar y teledu, ac yn cynnwys trawsgrifio i'r Gymraeg/Saesneg. Bydd pob dosbarth yn datblygu'r sgiliau y bydd ar y myfyrwyr eu hangen yn eu trydedd flwyddyn pan fyddant mewn gwlad lle siaredir Ffrangeg.

Semester 2

  • LZF-2040: French Language Skills
    Building on the foundations of the first year language course, classes on written language skills, listening comprehension and translation into English, and oral communication skills will further develop proficiency and fluency in French. Written language skills include grammar review, paraphrasing, translation into French and essay-writing, and will focus on journalistic, literary and professional language. Listening comprehension classes will draw from modern, authentic material including recent French TV reports, and involve comprehension and paraphrasing exercises. The language materials used will concern the following topics: media, employability, the arts and socio-cultural debates. Oral skills will develop fluency across different registers of spoken French. All classes seek to develop the skills students will need for their third year in a French-speaking country.
    or
    LCF-2040: Sgiliau Iaith Ffrangeg
    Gan adeiladu ar sylfaeni cwrs iaith y flwyddyn gyntaf, bydd y dosbarthiadau ar sgiliau ysgrifenedig, gwrando a deall a chyfieithu i'r Gymraeg/Saesneg, a sgiliau llafar yn datblygu hyfedredd a rhuglder yn y Ffrangeg. Bydd y sgiliau iaith ysgrifenedig yn cynnwys adolygu pwyntiau gramadegol, aralleirio, cyfieithu i'r Ffrangeg ac ysgrifennu traethodau, ac yn canolbwyntio ar yr iaith newyddiadurol, lenyddol a phroffesiynol. Bydd y dosbarthiadau gwrando a deall yn defnyddio ffynonellau dilys oddi ar y teledu, ac yn cynnwys trawsgrifio i'r Gymraeg/Saesneg. Bydd pob dosbarth yn datblygu'r sgiliau y bydd ar y myfyrwyr eu hangen yn eu trydedd flwyddyn pan fyddant mewn gwlad lle siaredir Ffrangeg.

Optional Modules

60 credits from:

  • HGW-2003: Re-igniting the Dragon (20) (Semester 1)
  • HCH-2050: Debating History (20) (Semester 1)
    The first part of the course is concerned with the use of the past made by historians and commentators such as politicians, the way traditions are invented (and destroyed), and introduces the different historiographical schools. The second part covers some historiographical (ie. concerned with the art of writing history) issues with emphasis on the various ideas about the study and writing of history which have developed over the last two centuries and which students need to understand in order to engage confidently with the different approaches which professional historians take to their work. This is taught through a case-study approach where students can apply the different approaches studied in the first part of the course to specific controversial historical subjects. The course will cover the following topics: Whig and Tory history, Ranke, the professionalisation of the study of history, nations, empire, structuralism, post-structuralism, revisionism, counter-factual history, case studies may change from year to year but will include topics such as The Peasants’ Revolt, The English civil war, the outbreak of world war one; suffrage, consumerism, the Welsh in history, the Reformation. American Civil war, Cold War; Oral history; National identity.
    or
    HCG-2011: Dehongli'r Gorffennol (20) (Semester 1)
    Er y byddir yn rhoi peth sylw i rai o haneswyr mawr y bedwaredd ganrif ar bymtheg – fel Ranke, Macaulay a Marx – bydd pwyslais y cwrs ar hanesyddiaeth yr ugeinfed ganrif. Canolbwyntir gan hynny ar feddylwyr a thueddiadau allweddol ym maes hanesyddiaeth yn ystod y ganrif ddiwethaf gan astudio enghreifftiau penodol o gynnyrch y meddylwyr a’r ysgolion dan sylw. Ymysg y pynciau a astudir bydd Ysgol yr Annales, Hanesyddiaeth Farcsaidd, Hanes Merched, Hanes Llafar, a her syniadaeth ôl-strwythurol ac ôl-fodern. Neulltuir yn ogystal ddwy ddarlith i drafod agweddau ar Hanesyddiaeth Cymru yn y cyfnod diweddar.
  • HWH-2070: History Workplace Module S1 (20) (Semester 1)
    The student normally spends one day a week during the appropriate semester, and in total about 70 hours, working in an archives office, an archaeological unit or a museum service undertaking specific tasks of a practical as well as an academic nature as given them by the officer(s) in charge. These typically include drawing up inventories, collating field evidence, drawing up catalogues of discrete manuscript or artefact collections, as well as at times dealing with public enquiries. Currently the Department has agreements with most of the archive record offices in north Wales, but especially at Caernarfon and Llangefni, with the Gwynedd Archaeological Trust, with Oriel Bangor and Oriel Môn at Llangefni and the regimental Museum at Caernarfon. Approved excavation training courses may qualify if of sufficient duration and rigour and conform to the Course Guidelines. Students should also be aware that there are health and safety implications to all placements.
  • HWH-2071: History Workplace Module S2 (20) (Semester 2)
  • HTA-2111: Ancestral Landscapes (20) (Semester 1)
    1. Introduction and the chronology of later prehistoric Britain and Ireland 2. Mesolithic background and the nature of hunter-gatherers 3. The Mesolithic/Neolithic transition 4. The environment, forest clearances and the role of cereals and meat in Neolithic diets 5. Settlements, houses and mobility 6. Neolithic material culture: pottery, stone tools, axes and flint mines 7: Places for the ancestors: the role of the dead in Neolithic society 8. Monuments 1: chambered tombs 9. Monuments 2: causewayed enclosures 10. Monuments 3: cursus, henges and stone circles 11. Theory 1: Prehistoric landscapes, phenomenology and experience 12. Theory 2: The natural world: natural places and human-animal relations 13. Ireland: a case study 14. Early Bronze Age: Introduction 15. Places for the dead: Earlier Bronze Age burial and ceremony 16. Early Bronze Age: elements of continuity, elements of change 17. Early Bronze Age/Middle Bronze Age transition 18: Dividing the land: Later Bronze Age Settlement 19. Later Bronze Age burial and ceremony 20. The production and consumption of prestige goods 21. Regional archaeologies? 22. Revision session
  • HGH-2112: Civil War: Eng & Wal 1558-1660 (20) (Semester 1)
    The course concentrates upon political and religious history - but social, cultural, economic and intellectual aspects are also considered where they are relevant to the core of the course. Major topics explored include: The ‘crisis’ of the 1590s; The impact of the arrival of the Stuart dynasty; Divisions in English Protestantism; Charles I’s Personal Rule, and the outbreak of civil war; The course of the conflict, and attempts at a settlement; The reasons for the regicide; The English Republic and the restoration, 1649-1660
  • HTH-2112: Reformation & Counter-Reforma. (20) (Semester 2)
    The nature of the late medieval region; Luther's teaching; the early spread of the Reformation in town; the Peasants war; radical reformation and protestant divisions; the reformation in kingdoms and principalities; Calvinism and its association with revolt; the origins and nature of the counter-reformation; comparison of sixteenth century protestantism and catholicism.
  • HTA-2114: Experimental Archaeology (20) (Semester 2)
    1. Introduction: experimental archaeology today and its links with ethnoarchaeology 2. The history of experimental archaeology 3. Experiment by design: designing experiments, recording data and methodology 4. Prehistoric metallurgical practices: copper and bronze production 5. Stone and flint technologies; production and use-wear analysis 6. Prehistoric metallurgical practices: iron production 7. Food production: cooking with stone and food storage pits 8. Making prehistoric roundhouses 9. Cremation pyres: a case study on Early Bronze Age practices 10. Taphonomies: understanding the formation of the archaeological record through experimental archaeology 11. Experiencing experiments and materials; revision lecture
  • HTA-2117: Roman Frontier Society (20) (Semester 2)
    One of the key themes of this module is the interaction between the Roman army and native populations, and the subsequent evolution of distinct frontier societies. Contextualisation will be central to the investigation of the archaeology. Examination of material evidence from military and civilian sites will include settlement, burial and environmental evidence. Iconographic and epigraphic evidence will also be examined, as will contemporary written sources (e.g. the Vindolanda letters). Key issues explored will centre on continuity and change, and topics will include syncretism and native resistance. The history of Roman scholarship and its influence on perceptions of frontier life forms an important aspect of this course, with particular emphasis given to current post-colonial approaches.
  • HTA-2118: Field Archaeology in Britain (20) (Semester 1)
    Lectures 1. Course introduction: outline of course aims, content, assessment. 2. Research designs and regional sampling. 3. Desk-based research: (using HERs, literature searches (including grey literature), accessing aerial photographs, historical documents, place name research, map regression analysis). 4. Surveying upstanding monuments: building recording; setting up a site grid (EDM and tapes); surveying earthworks; fieldwalking strategies. 5. Geophysical surveys: magnetometer, resistivity, magnetic susceptibility, GPR 6. Setting up an archaeological excavation: SMCs, landowner permissions, logistics, sampling strategy, schedule. 7. Doing an excavation: excavation techniques: dryland, wetland, contexts 8. Doing an excavation: recording techniques (planning, section drawing, small finds) 9. Doing an excavation: sampling strategies (soil samples, dating samples) 10. Excavating human remains 11. Planning post-excavation analyses and presenting sites to the public: the importance of outreach Workshops 1. Interpreting aerial photography and geophysical surveys: formation processes, site and landscape stratigraphy, plotting data 2. Making maps (downloading data from Edina, Illustration, plotting data) 3. Designing an excavation strategy for three different case-study sites 4. Environmental soil sampling; sorting of soil residues (course residues) and presentation and analysis of data 5. Interpreting archaeological field illustrations (e.g. sections and plans); site formation processes and stratigraphy; writing stratigraphic reports Fieldtrips 1. Using the HER and grey literature searches: Gwynedd Archaeological Trust (2 hours) 1. Setting up a site grid and surveying upstanding remains (5 hours) 2. Building recording (3 hours)
  • HGH-2119: Britain 1945-1990 (20) (Semester 2)
    Britain at the outbreak of war; Dawn of a new Jerusalem; The Attlee governments, 1945-51; The affluent society ? The Wilson governments; Heath to Thatcher The decline of socialism Social attitudes and class; Youth culture Thatcherism to the Third Way; New Labour The break-up of Britain ?.
  • HTA-2120: Rethinking Archaeology (20) (Semester 2)
    Lectures 1. The origins of archaeological theory 2. The ‘New Archaeology’ and post processualism 3. Marxist and structuralist approaches in archaeology 4. The post-processualist critique 5. Multi disciplinary approaches to the archaeological record 6. The archaeology of people and social relations 7. Towards an archaeology of gender 8. Approaches to the study and interpretation of material culture 9. Contemporary approaches to archaeological landscapes 10. Understanding the built environment 11. The archaeology of ritual and religion 12. Archaeology in theory and in practice Seminars 1. The identification of cultural groups from archaeological evidence 2. The loss of innocence and the development of the ‘New Archaeology’ 3. Symbolic and structural archaeology 4. Re-constructing an interpretive archaeology 5. Social evolution and cognitive archaeology 6. How were past societies organised? 7. Representing gender in the archaeological past 8. Art or artefact: key debates in material culture studies 9. Experiencing the past: a phenomenology of landscape 10. House form and culture 11. What is ritual and religion and can we identify them in the archaeological record? 12. Critical approaches to archaeological fieldwork
  • HTA-2123: Archaeology Field School (20) (Semester 1)
    Practical skills: Archaeological excavation and survey: removing turf and topsoil cover, cleaning surfaces, sectioning and excavating features, recovering finds, soil and paleoenvironmental sampling, drawing of plans and sections, 2D and 3D photography, surveying with a total station and GPS Rover, producing written records. Archaeological post-excavation work: finds processing and recording, wet sieving soil samples, plan digitization, finds drawing and photography, report writing. Theoretical knowledge: Principles of archaeological stratigraphy, GIS and CAD applications in archaeology, UK archaeological heritage legislation; organising and financing an excavation
  • HTH-2124: Heritage and Identity (20) (Semester 1)
    Individual, group, local, regional, national and global identities; museums; political and cultural role of archaeology and history, the heritage in minority groups, the heritage of elites, oral culture, heritage and the nation state, the creation of heritage-based identities in past societies.
  • HGH-2127: Europe, Early Middle Ages (20) (Semester 2)
    1. The fall of the western Roman empire; 2. The foundation of the `barbarian¿ kingdoms; 3. Merovingians and Carolingians; 4. Charlemagne; 5. The papacy and monasticism; 6. Justinian and the Byzantine revival; 7. Culture and society; 8. Towns and economy; 9. The Vikings and the foundation of Normandy; 10. The birth of Islam and the creation of the caliphate of Cordoba. Students taking the course will study these topics using both primary sources (such as Gregory of Tours, Paul the Deacon, Einhard¿s Life of Charlemagne) and the modern historiography.
  • HTW-2127: Wales, Renaissance & Europe (20) (Semester 2)
  • HTC-2132: Rhyfel Mawr trwy lygaid y Cym. (20) (Semester 2)
    (Wythnos 1) Cyflwyniad Darlith 1 - Adrodd hanes y Rhyfel Sut mae’r ddealltwriaeth o’r Rhyfel Mawr wedi newid dros y degawdau Seminar 1 - Trafodaeth o sut mae’r myfyrwyr yn edrych ar y Rhyfel, a’r delweddau sydd yn gyfarwydd i’r Cymry; gwylio rhaglen Y Rhwyg (1988), a gyflwynwyd gan Dr John Davies (Wythnos 2) 1880-1914 Darlith 2 - Sôn am ryfel; poeni am ryfel; paratoi at ryfel; ysu am ryfel? Darlith 3 - Gorffennaf i Awst 1914 (Wythnos 3) Gwleidyddiaeth: Lloyd George, y Rhyddfrydwyr a’r Sosialwyr Darlith 4 - Cymeriad Lloyd George; Cyfraniad Lloyd George; Chwedl Lloyd George; Atgofion Lloyd George Darlith 5 - Sosialwyr a’r Rhyfel Seminar 2 – Gwleidyddiaeth a’r Rhyfel. Sut wnaeth gwleidyddion bortreadu’r Rhyfel, yn ystod yr ymladd ac yn y degawdau canlynol. (Wythnos 4) Her i’r hen syniadau am wareiddiad Darlith 6 - Gwrthwynebwyr Cydwybodol; Merched Cymru a’r Rhyfel Seminar 3 - Ymladd a gwrthod ymladd: agweddau Gwrthwynebwyr Cydwybodol, ac agweddau cymdeithas tuag at wrthwynebwyr cydwybodol (Wythnos 5) Ennill y Rhyfel; colli’r heddwch Darlith 7 – Buddugoliaeth Lloyd George? Cytundeb Versailles Darlith 8 – Dirwasgiad a Dadrithiad: y 1920au; Gwersi 1914 a’r ymgais i gymodi â Hitler: y 1930au (Wythnos 6) Yn sgil y Dadrithio Darlith 9 – Ymateb llenyddol yn y degawdau ar ôl 1918: chwedl Hedd Wyn; All Quiet on the Western Front Seminar 4 - David Davies a’r mudiad heddwch; Dyhuddiaeth a gwrthwynebiad i’r Ail Ryfel Byd (Wythnos 7) Y Llewod a’r Asynnod Darlith 10: Trafodaeth y 1960au: ‘Lions led by Donkeys’; pwysleisio ffolineb a gwastraff y rhyfel Seminar 5 – Gwylio darnau o gyfres The Great War (BBC, 1964) (Wythnos 8) Conundrum ‘y ddau Ffrynt Gorllewinol’ Darlith 11: Y gwahaniaeth rhwng maes y gad a fodolodd yn Ffrainc a Fflandrys rhwng 1914 a 1918 a’r un dychmygol sy’n gread y cenedlaethau a edrychai nôl mewn syndod a braw Seminar 6 – Cofeb Mametz; gwylio rhaglen Mametz (S4C, 1987) (Wythnos 9) Atgofion hen wŷr Darlith 12 - Trafferthion gydag atgofion cyn-filwyr, er gwaethaf eu hatyniad amlwg Darlith 13 – atgofion Griffith Williams, Bob Owen ac Ithel Davies (Wythnos 10) Hanes Diwylliannol y Rhyfel Darlith 14 - Rhoi’r cyfan mewn i gyd-destun diwylliannol Seminar 7 – Portreadu’r Rhyfel Mawr yn y Gymraeg heddiw: Lleisiau’r Rhyfel Mawr (2008) + Sesiwn ar gyfer cyflwyniadau’r myfyrwyr
  • HTH-2139: Norman Sicily (20) (Semester 1)
    1. Introduction - the creation of the kingdom, 1000-1130; 2. Roger II: the establishment of a new monarchy, 1130-1154; 3. Court culture and race relations; 4. Roger II's assizes: law and kingship; 5. Government in Sicily under the kings; 6. Reign of William I `the Bad', 1154-1166; 7. Reign of William II `the Good', 1166-1189; 8. The mosaics of the Norman kingdom¿Cefalu, Palermo and Monreale; 9. The church and the kings; 10. The chroniclers: Alexander of Telese and Hugh Falcandus. Students taking the course will study these topics using both primary sources (including the art produced in the kingdom) and the modern historiography.
  • HTH-2149: Britannia Rule the Waves (20) (Semester 2)
    (1) Introduction to the module, British Empire and Imperial Studies (2) Governing the Empire (3) British Policy and Trade (4) Technological Change (5) Scientific Exploration (6) The Empire: Asia (7) The Empire: America (8) The Empire: Africa (9) The Empire: Australasia (10) The British Empire and the Approach of War (11) Concluding lecture
  • HTH-2150: Britain in the Jazz Age (20) (Semester 2)
    1. War, Empire and Modernisation: The Boer War, WWI and an overview of the period. 2. Royalty and national identity: the Edwardian era; 1911 Investiture of the Prince of Wales; the Abdication Crisis. 3. Technological modernisation: Electricity, the wireless and motors. Case study of the Wembley Exhibition 4. Britain on the Breadline: health, living conditions and depression 5. Whippets, fish & chips and gambling: Workers, socialism and leisure 6. Nationalism and identity: Wales, Ireland and Scotland. 7. Ideology and the prelude to 1939 in Britain. A case study of Oswald Mosley and the British Union of Fascists. 8. Women in Love: Gender roles and fashion. A case study of the Mitford sisters 9. Bright Young People: Sexuality, aristocracy and decadence 10. Popular music: music halls, Jazz and Americanisation. 11. From bodyline bowling to mountaineering: Sport and society 1900-1939. 12. Workshop: Film and Jazz Age Britain 13. 1 day field trip to Manchester: Museum of Science and Industry and the People’s History Museum (including access to the Labour Party Archive)
  • HTC-2151: Gwladgarwyr a Gwladychwyr (20) (Semester 2)
    1. Cyflwyniad: trefedigaethau America yn yr Ymerodraeth Brydeinig 2. Radicaliaeth: Gweriniaethwyr a Cymedrolion 3. Cwrs y Rhyfel 4. Boston, Efrog Newydd a Virginia 5. Dynion Mawr: Washington, Jefferson 6. Y rhyfel mewn cyd-destun ehangach: Ffrainc a Phrydain 7. Creu gwladwriaeth: Datganiad Annibyniaeth; y Cyfansoddiad; Mesur Iawnderau 8. O’r tu allan: Americanwyr Cynhenid, Teyrngarwyr, Pobl Du a Menwod 9. Y Weriniaeth Gynnar 10. Effeithiau’r ‘Chwyldro’ a barnau cyfoes
  • HTC-2156: Rhyfel Cartref America (20) (Semester 1)
    Y Gogledd a’r De Gwleidyddiaeth yr 1850au Caethwasiaeth Achosion y Rhyfel a’r Argyfwng Arwahanu Ymladd y Rhyfel Abraham Lincoln Y Cymry a’r Rhyfel Y Rhyfel a’r Gorllewin Rhyddhau’r Caethweision Ennill y Rhyfel Adluniad a’i Fethiant
  • HTH-2157: The Age of the Castle (20) (Semester 1)
    This module explores the following themes: 1. Introduction: From the ‘Castle Story’ to Current Thinking; 2. The Origin of the Castle; 3. ‘The King of the Castle’: Great Towers and Keeps; 4. ‘An Englishman’s Home is his Castle’?: The Castle as Lordly Residence; 5. The Castles of the Crusaders 1098-1291; 6. Castles and the Chivalric Ideal; 7. The Castles of Wales 1066-1415; 8. Castles and Elite Landscapes; 9. The Decline of the Castle?; 10. Romantic Ruins? Artists, Poets and the Heritage Industry You will be given an opportunity to focus in-depth on these themes and on the underpinning primary sources in your seminars.
  • HTH-2159: History in Practice (20) (Semester 2)
  • HTH-2163: Nazi Germany 1933-1945 (20) (Semester 1)
  • HTH-2164: Violence in Early Mod Britain (20) (Semester 1)
  • Students should chose 60 credits of modules, they do not have to take Dehongli'r Gorffennol/Debating History but it does remain an option. They do, have to take at least one general module (code beginning HGH/HGC/HGW) over level 5 and 6 as a whole

20 credits from:

  • LXF-2101: Paris (20) (Semester 2)
    The 2,300 year story of the city of Paris is a rich and varied one, played out at the heart of French history, culture, and national identity; this is reflected in the variety of material covered in this module. We will study elements drawn from the following list (though not necessarily all of them in a given year): general history of the development of Paris, with particular emphasis on the Second Empire and the cultural très grands chantiers of recent decades; episodes of conflict in Paris (e.g. Siege and Commune, the Liberation, May 1968); Paris by 'monuments' - significance of major (and some minor) sites on the tourist trail; and highlights such as the 'expositions universelles'. It is not necessary to have visited Paris before taking this module; one aim of the course is to help you appreciate the city, and get more out of time spent there subsequently. Key texts Primary texts and films include: Code Inconnu. Dir. Michael Haneke. Artificial Eye. 2000 Le fabuleux destin d’Amélie Poulain. Dir. Jean-Pierre Jeunet. UGC. 2001 Patrick Modiano’s Dora Bruder Leïla Sebbar’s Métro Instantanés (2007) Main secondary materials include: Margaret Atack. ‘L’imaginaire de mai’ in May 68 in French fiction and film: rethinking society, rethinking representation (Oxford: Oxford University Press, 1999) Jean Baudrillard’s ‘The Beaubourg Effect’ Matthew Moran, ‘Power Relations and Representation: the Power of the Media’ in The Republic and the Riots: Exploring Urban Violence in French Suburbs, 2005-2007 (Bern: Peter Lang, 2012) Pierre Nora, ‘Between Memory and History’
  • LXF-2104: French Cinema 1895-1950 (20) (Semester 1)
    The French hold cinema in greater esteem than perhaps any other nation, both as an art form and as popular entertainment; since its inception, the septième Art has produced a wealth of talent and many films of world standing. In this course we will look - on the big screen - at prominent examples of French cinema from its first decades, from the earliest work of the Lumière brothers in the 1890s to the mid-20th Century. The course looks at the general development of French cinema in the period, concentrating on: (i) a major classic from the silent era; (ii) a film from the Poetic Realism movement of the 1930s; (iii) an artistic, non-realist film from the end of the period covered. Key texts Main films studied Luis Buñuel’s Un Chien andalou Jean Vigo’s Vigo’s Zéro de conduite Jean Renoir’s Boudu sauvé des eaux Jean Renoir’s La Grande Illusion Marcel Carné’s Hôtel du Nord Marcel Carné’s Le Jour se lève Main secondary texts Andrew, James Dudley. Mists of regret: culture and sensibility in classic French film (Princeton: Princeton University Press, 1995). Armes, Roy. French Cinema (London: Secker and Warburg, 1985). Hayward, Susan. French National Cinema, (London and New York: Routledge, 2005). Hayward , Susan and Ginette Vincendeau (eds.). French Film: Texts and Contexts (London and New York: Routledge, 2002). Martin, John. The Golden Age of French Cinema, 1929-1939 (London: Columbus Books, 1983). Powrie, Phil and Keith Reader (eds.). French Cinema: A Student's Guide (London: Arnold, 2002). Williams, Alan. Republic of images: a history of French film making (Cambridge, MA: Harvard University Press, 1992).
  • LXF-2105: Race and Immigration in France (20) (Semester 2)
    This module will begin by providing a brief history of immigration and debates about immigration in France, before looking at how race is conceptualized in France and assessing how France's Republican political traditions influence perceptions of race. The module will include a variety of texts and films, such as Frantz Fanon's seminal text "Peau noire, masques blancs" (1952), Alain Gomis's 2001 film "L'Afrance", Kamini's 2006 rap video "Marly-Gomont", Azouz Begag's 1989 novel "Béni ou le paradis privé", and two recent doocumentary films by Carole Sionnet, "Parmi Nous" (2004) and "Pour le meilleur" (2007). Main texts and films studied Laurent Cantet’s Entre les murs (2008). Alain Gomis’s L’Afrance (2001). Begag, Azouz. Béni ou le paradis privé (Seuil: Paris, 1989). Pineau, Gisèle. L’Exil selon Julia (LG : Paris, 1996). Main secondary materials Sam Haigh (ed), An introduction to Caribbean francophone writing, (Oxford: Berg, 1999). Hargreaves, Alec. Multi-ethnic France: Immigration, Politics, Culture and Society (Abingdon: Routledge, 2007). Hargreaves, Alec. Voices from the North African Community in France: Immigration and Identity in Beur Fiction (Oxford: Berg, 1997) Jennings, Jeremy. 2000. ‘Citizenship, Republicanism and Multiculturalism in Contemporary France’, British Journal of Political Science, 30(4): 575-598. Tarr, Carrie. Reframing difference: beur and banlieue filmmaking in France (Manchester, UK : Manchester University Press, 2005).
  • LXF-2113: Reading France (20) (Semester 1)
    The course is conceived with a view to enable students to situate and deconstruct narratives of the French nation-state, nation-hood and national belonging. Structured around the three foundational concepts of Republican ideology − Liberty, Equality and Fraternity – the course organizes topics in a chronological and thematic fashion and, in so doing, engages students with various texts that demonstrate the evolution of the French Republic. Topics included under ‘Liberty’ will engage with the emergence of the First Republic in correspondence with revolutionary literature, and treat of foundational texts (e.g. The Declaration of the Rights of Man and the Citizen) as well as challenges to these foundations (e.g. The Declaration of the Rights of Woman and the Female Citizen). Topics will include the idea of ‘Revolution’, the emergence of the bourgeoisie and the idea of the ‘Citizen’. In the module’s middle phase students will explore the theme of ‘Equality’ as reconnoitred in a range of texts from the modern to the contemporary period, where topics covered will include war, the Trente glorieuses, the role of women in society and recent economic crisis. In the module’s final phase, students will engage with the theme of ‘Fraternity’ broadly understood as a node from which to unpack more contemporary literature treating of challenges to the idea of national and cultural unity. Topics will explore transnational geographies and identities, engaging with literary representations of ‘community’, globalization, security, Islam and the imagined futures of the French Republic. In its coverage, this module overall will therefore provide students with an insight into French republicanism from the perspective of its writers, drawing their attention to the ways in which literature and textuality have been formative in understanding how the events, geographies and identities of the Republic are both consistently realised and constantly reconsidered.

Year 4 Modules

Compulsory Modules

Semester 1

  • LZF-3030: French Language Skills (30) Core
    This 30 credit module running throughout the year promotes appropriate use of style and register in all written and oral work and ensures that students can deal with variations in register and idiomatic expression in a confident and accurate manner. Through exposure to selected texts, complex grammatical structures and audiovisual materials, students acquire reading, writing, aural and oral skills which match the required standard of final year linguists.
    or
    LCF-3030: Sgiliau Iaith Ffrangeg (30) Core
    Ar ôl cwblhau blwyddyn dramor, dylai'r myfyrwyr fod eisoes wedi cyrraedd lefel uchel ar lafar yn Ffrangeg. Caiff rhan lafar y modiwl hwn ei ddysgu gan siaradwr brodorol, a'r nod yw cynnal a gwella'r sgiliau hyn wrth baratoi ar gyfer yr arholiad terfynol a'r byd tu allan. Canolbwyntir ar sgiliau cyflwyno ar lafar a rhyngweithio â siaradwyr brodorol. Bydd y rhan fideo'n defnyddio ffynonellau sydd 100% oddi ar deledu Ffrangeg, a bydd y modiwl yn hyfforddi ac yn arholi'r myfyrwyr mewn tair sgil sef deall materion gwahanol a'r iaith a ddefnyddir i'w trafod; sgiliau trawsgrifio manwl gywir; a sgiliau cyfieithu yn seiliedig ar waith trawsgrifio'r myfyrwyr. Bydd y cwrs yn talu sylw arbennig i ddadleuon ac i gael ymwybyddiaeth a dealltwriaeth o sawl agwedd ar yr iaith gyfoes. Mae llawer o gefnogaeth i'w chael yn y Ganolfan Ieithoedd. Mae'r rhan ar gyfieithu yn fwy traddodiadol, ac mae rhoi hyfforddiant a phrofiad i'r myfyrwyr mewn cyfieithu darnau Cymraeg a Saesneg i Ffrangeg idiomatig, ac fel arall. Mae'r testunau'n dod o amryw o ffynonellau.

Semester 2

  • LZF-3030: French Language Skills
    This 30 credit module running throughout the year promotes appropriate use of style and register in all written and oral work and ensures that students can deal with variations in register and idiomatic expression in a confident and accurate manner. Through exposure to selected texts, complex grammatical structures and audiovisual materials, students acquire reading, writing, aural and oral skills which match the required standard of final year linguists.
    or
    LCF-3030: Sgiliau Iaith Ffrangeg
    Ar ôl cwblhau blwyddyn dramor, dylai'r myfyrwyr fod eisoes wedi cyrraedd lefel uchel ar lafar yn Ffrangeg. Caiff rhan lafar y modiwl hwn ei ddysgu gan siaradwr brodorol, a'r nod yw cynnal a gwella'r sgiliau hyn wrth baratoi ar gyfer yr arholiad terfynol a'r byd tu allan. Canolbwyntir ar sgiliau cyflwyno ar lafar a rhyngweithio â siaradwyr brodorol. Bydd y rhan fideo'n defnyddio ffynonellau sydd 100% oddi ar deledu Ffrangeg, a bydd y modiwl yn hyfforddi ac yn arholi'r myfyrwyr mewn tair sgil sef deall materion gwahanol a'r iaith a ddefnyddir i'w trafod; sgiliau trawsgrifio manwl gywir; a sgiliau cyfieithu yn seiliedig ar waith trawsgrifio'r myfyrwyr. Bydd y cwrs yn talu sylw arbennig i ddadleuon ac i gael ymwybyddiaeth a dealltwriaeth o sawl agwedd ar yr iaith gyfoes. Mae llawer o gefnogaeth i'w chael yn y Ganolfan Ieithoedd. Mae'r rhan ar gyfieithu yn fwy traddodiadol, ac mae rhoi hyfforddiant a phrofiad i'r myfyrwyr mewn cyfieithu darnau Cymraeg a Saesneg i Ffrangeg idiomatig, ac fel arall. Mae'r testunau'n dod o amryw o ffynonellau.

40 credits from:

  • HSW-3019: Native Wales & the Normans (40) (Semester 1 + 2)
  • HDH-3075: History Dissertation (40) (Semester 1 + 2)
    The report and dissertation will set the chosen research in its broader context e.g. historiography, theoretical framework, geographical and historical framework. It will set research questions and a structure will be worked out. It will describe and analyse the chosen topic using a range of relevant secondary and primary evidence. The project will be written up in an ordered and academic manner.
    or
    HDG-3075: Traethawd Hir Hanes (40) (Semester 1 + 2)
    Bydd yr adroddiad a'r traethawd hir yn gosod yr ymchwil Hanes Cymru a ddewiswyd yn ei chyd-destun ehangach e.e. hanesyddiaeth, fframwaith theoretig, fframwaith daearyddol a hanesyddol. Bydd yn gosod cwestiynau ymchwil a bydd strwythur yn cael ei lunio. Bydd yn disgrifio ac yn dadansoddi'r pwnc a ddewiswyd gan ddefnyddio ystod o dystiolaeth wreiddiol ac eilaidd berthnasol. Ysgrifennir adroddiad ar y project mewn dull trefnus ac academaidd.
  • HSH-3138: British Country House from1750 (40) (Semester 1 + 2)
  • HSH-3144: The Norman Conquest (40) (Semester 1 + 2)
  • HSH-3146: Gender Sex & Society 1400-1800 (40) (Semester 1 + 2)
  • HSH-3147: Politics&Culture in the 1960s (40) (Semester 1 + 2)
  • Students must take EITHER the Dissertation OR a Special Subject

Optional Modules

20 credits from:

  • HGW-3003: Re-igniting the Dragon (20) (Semester 1)
  • HWH-3070: History Workplace Module S1 (20) (Semester 1)
    The student normally spends one day a week during the appropriate semester, and in total about 70 hours, working in an archives office, an archaeological unit or a museum service undertaking specific tasks of a practical as well as an academic nature as given them by the officer(s) in charge. These typically include drawing up inventories, collating field evidence, drawing up catalogues of discrete manuscript or artefact collections, as well as at times dealing with public enquiries. Currently the Department has agreements with most of the archive record offices in north Wales, but especially at Caernarfon and Llangefni, with the Gwynedd Archaeological Trust, with Oriel Bangor and Oriel Môn at Llangefni and the regimental Museum at Caernarfon. Approved excavation training courses may qualify if of sufficient duration and rigour and conform to the Course Guidelines. Students should also be aware that there are health and safety implications to all placements.
  • HTA-3111: Ancestral Landscapes (20) (Semester 1)
    1. Introduction and the chronolgy of later prehistoric Britain and Ireland 2. Mesolithic background and the nature of hunter gatherers 3. The Mesolithic/ Neolithic transition 4. The environment, forest clearances and the role of cereals and meat in Neolithic diets 5. Settlements, houses and mobility 6. Neolithic material culture: pottery, stone tools, axes and flint mines 7. Places for the ancestors: the role of the dead in Neolithic society 8. Monuments 1: chambered tombs 9. Monuments 2: causewayed enclosures 10. Monuments 3: curses, henges and stone circles 11. Theory 1: Prehistoric landscapes, phenomenology and experience 12. Theory 2: The natural world: natural places and human animal relations 13. Ireland: a case study 14. Early Bronze Age: Introduction 15. Places for the dead: Earlier Bronze Age burial and ceremony 16. Early Bronze Age; elements of continuity, elements of change 17. Early Bronze Age/ Middle Bronze AGe transition 18. Dividing the land: Later Bronze Age Settlement 19. Later Bronze Age burial and ceremony 20. The production and consumption of prestige goods. 21. Regional archaeoloiges? 22. Revision session
  • HGH-3112: Civil War: Eng & Wal 1558-1660 (20) (Semester 1)
    The course concentrates upon political and religious history - but social, cultural, economic and intellectual aspects are also considered where they are relevant to the core of the course. Major topics explored include: The ‘crisis’ of the 1590s; The impact of the arrival of the Stuart dynasty; Divisions in English Protestantism; Charles I’s Personal Rule, and the outbreak of civil war; The course of the conflict, and attempts at a settlement; The reasons for the regicide; The English Republic and the restoration, 1649-1660
  • HTH-3112: Reformation & Counter-Reforma. (20) (Semester 2)
    The nature of the late medieval region; Luther's teaching; the early spread of the Reformation in town; the Peasants war; radical reformation and protestant divisions; the reformation in kingdoms and principalities; Calvinism and its association with revolt; the origins and nature of the counter-reformation; comparison of sixteenth century protestantism and catholicism.
  • HTA-3114: Experimental Archaeology (20) (Semester 2)
    1. Introduction: experimental archaeology today and its links with ethnoarchaeology 2. The history of experimental archaeology 3. Experiment by design: designing experiments, recording data and methodology 4. Prehistoric metallurgical practices: copper and bronze production 5. Stone and flint technologies; production and use-wear analysis 6. Prehistoric metallurgical practices: iron production 7. Food production: cooking with stone and food storage pits 8. Making prehistoric roundhouses 9. Cremation pyres: a case study on Early Bronze Age practices 10. Taphonomies: understanding the formation of the archaeological record through experimental archaeology 11. Experiencing experiments and materials; revision lecture
  • HTA-3117: Roman Frontier Society (20) (Semester 2)
    One of the key themes of this module is the interaction between the Roman army and native populations, and the subsequent evolution of distinct frontier societies. Contextualisation will be central to the investigation of the archaeology. Examination of material evidence from military and civilian sites will include settlement, burial and environmental evidence. Iconographic and epigraphic evidence will also be examined, as will contemporary written sources (e.g. the Vindolanda letters). Key issues explored will centre on continuity and change, and topics will include syncretism and native resistance. The history of Roman scholarship and its influence on perceptions of frontier life forms an important aspect of this course, with particular emphasis given to current post-colonial approaches.
  • HTA-3118: Field Archaeology in Britain (20) (Semester 1)
    Lectures 1. Course introduction: outline of course aims, content, assessment. 2. Research designs and regional sampling. 3. Desk-based research: (using HERs, literature searches (including grey literature), accessing aerial photographs, historical documents, place name research, map regression analysis). 4. Surveying upstanding monuments: building recording; setting up a site grid (EDM and tapes); surveying earthworks; fieldwalking strategies. 5. Geophysical surveys: magnetometer, resistivity, magnetic susceptibility, GPR 6. Setting up an archaeological excavation: SMCs, landowner permissions, logistics, sampling strategy, schedule. 7. Doing an excavation: excavation techniques: dryland, wetland, contexts 8. Doing an excavation: recording techniques (planning, section drawing, small finds) 9. Doing an excavation: sampling strategies (soil samples, dating samples) 10. Excavating human remains 11. Planning post-excavation analyses and presenting sites to the public: the importance of outreach Workshops 1. Interpreting aerial photography and geophysical surveys: formation processes, site and landscape stratigraphy, plotting data 2. Making maps (downloading data from Edina, Illustration, plotting data) 3. Designing an excavation strategy for three different case-study sites 4. Environmental soil sampling; sorting of soil residues (course residues) and presentation and analysis of data 5. Interpreting archaeological field illustrations (e.g. sections and plans); site formation processes and stratigraphy; writing stratigraphic reports Fieldtrips 1. Using the HER and grey literature searches: Gwynedd Archaeological Trust (2 hours) 1. Setting up a site grid and surveying upstanding remains (10 hours) 2. Building recording (5 hours)
  • HGH-3119: Britain 1945-1990 (20) (Semester 2)
    1. Britain at the outbreak of war; 2. Dawn of a new Jerusalem; 3. The Attlee governments, 1945-51; 4. The affluent society; 5. The Wilson governments; 6. Social attitudes and class; 7. Thatcherism to the Third Way; 8. The break-up of Britain.
  • HTA-3123: Supervising Archaeolog FieldWk (20) (Semester 1)
    Practical skills: Archaeological fieldwork supervision: maintaining records and taking responsibility for decisions as a supervisor or officer on an archaeological field project in the roles of context officer, drawing officer, photo officer, finds officer, sample officer, surveying officer, health and safety officer, trench supervisor, site visitor guide, deputy site director. Archaeological post-excavation supervision: taking responsibility for decisions as a supervisor or officer on an archaeological field project in the roles of environmental sample post-processing officer, finds post-processing officer, plan digitization officer, report writing officer. Theoretical knowledge: Principles of archaeological stratigraphy, GIS and CAD applications in archaeology, UK archaeological heritage legislation; organising and financing an excavation
  • HTH-3124: Heritage and Identity (20) (Semester 1)
    Individual, group, local, regional, national and global identities; museums; political and cultural role of archaeology and history, the heritage in minority groups, the heritage of elites, oral culture, heritage and the nation state, the creation of heritage-based identities in past societies
  • HGH-3127: Europe Early Middle Ages (20) (Semester 2)
    1. The fall of the western Roman empire; 2. The foundation of the `barbarian¿ kingdoms; 3. Merovingians and Carolingians; 4. Charlemagne; 5. The papacy and monasticism; 6. Justinian and the Byzantine revival; 7. Culture and society; 8. Towns and economy; 9. The Vikings and the foundation of Normandy; 10. The creation of the caliphate of Cordoba. Students taking the course will study these topics using both primary sources (such as Gregory of Tours, Paul the Deacon, Einhard¿s Life of Charlemagne) and the modern historiography.
  • HTW-3127: Wales, Renaissance & Europe (20) (Semester 2)
  • HTC-3132: Rhyfel Mawr trwy lygaid y Cym. (20) (Semester 2)
    (Wythnos 1) Cyflwyniad Darlith 1 - Adrodd hanes y Rhyfel Sut mae’r ddealltwriaeth o’r Rhyfel Mawr wedi newid dros y degawdau Seminar 1 - Trafodaeth o sut mae’r myfyrwyr yn edrych ar y Rhyfel; Dadansoddi delweddau poblogaidd o'r rhyfel ar y teledu, gan roi sylw arbennig i raglen Y Rhwyg (1988), a gyflwynwyd gan Dr John Davies (Wythnos 2) 1880-1914 Darlith 2 - Sôn am ryfel; poeni am ryfel; paratoi at ryfel; ysu am ryfel? Darlith 3 - Gorffennaf i Awst 1914 (Wythnos 3) Gwleidyddiaeth: Lloyd George, y Rhyddfrydwyr a’r Sosialwyr Darlith 4 - Cymeriad Lloyd George; Cyfraniad Lloyd George; Chwedl Lloyd George; Atgofion Lloyd George Darlith 5 - Sosialwyr a’r Rhyfel (Wythnos 4) Her i’r hen syniadau am wareiddiad Darlith 6 - Gwrthwynebwyr Cydwybodol; Merched Cymru a’r Rhyfel Seminar 2 - Ymladd a gwrthod ymladd: Sosialwyr a’r Rhyfel / Gwrthwynebwyr Cydwybodol. Dadansoddi’r disgrifiadau a gafwyd yn y wasg o’r rhai a wrthwynebodd y Rhyfel (Wythnos 5) Ennill y Rhyfel; colli’r heddwch Darlith 7 – Buddugoliaeth Lloyd George? Cytundeb Versailles Darlith 8 – Dirwasgiad a Dadrithiad: y 1920au; Gwersi 1914 a’r ymgais i gymodi â Hitler: y 1930au (Wythnos 6) Yn sgil y Dadrithio Darlith 9 – Ymateb llenyddol yn y degawdau ar ôl 1918: chwedl Hedd Wyn; All Quiet on the Western Front Seminar 3 – Dadansoddi agweddau gwleidyddion Cymreig a Phrydeinig (gan gynnwys David Davies) tuag at yr ymgyrch heddwch yn y degawdau rhwng y rhyfeloedd; dadansoddi’r gwrthwynebiad a welwyd yng Nghymru i’r Ail Ryfel Byd, a’i gymharu â dadleuon y rhai a gefnogai’r ymgyrch (Wythnos 7) Y Llewod a’r Asynnod Darlith 10: Trafodaeth y 1960au: ‘Lions led by Donkeys’; pwysleisio ffolineb a gwastraff y rhyfel Seminar 4 – Dadansoddi cynnwys a phwysigrwydd cyfres fawr The Great War (BBC, 1964) (Wythnos 8) Conundrum ‘y ddau Ffrynt Gorllewinol’ Darlith 11: Y gwahaniaeth rhwng maes y gad a fodolodd yn Ffrainc a Fflandrys rhwng 1914 a 1918 a’r un dychmygol sy’n gread y cenedlaethau a edrychai nôl mewn syndod a braw Seminar 5 – Trafod yr amrywiol ffyrdd y mae’r Cymry wedi coffâu brwydr Mametz; dadansoddi rhaglen Mametz (S4C, 1987) (Wythnos 9) Atgofion hen wŷr Darlith 12 - Trafferthion gydag atgofion cyn-filwyr, er gwaethaf eu hatyniad amlwg Seminar 6 – Dadansoddi atgofion y cyn-filwyr Griffith Williams, Bob Owen a’r gwrthwynebydd cydwybodol Ithel Davies, a thrafod eu dilysrwydd (Wythnos 10) Hanes Diwylliannol y Rhyfel Darlith 13 - Rhoi’r cyfan mewn i gyd-destun diwylliannol Seminar 7 – Dadansoddi’r modd y portreadir y Rhyfel Mawr yn y Gymraeg heddiw, gan astudio cyfres Lleisiau’r Rhyfel Mawr (S4C, 2008) + Sesiwn ar gyfer cyflwyniadau’r myfyrwyr
  • HTH-3139: Norman Sicily (20) (Semester 1)
    1. Introduction - the creation of the kingdom, 1000-1130; 2. Roger II: the establishment of a new monarchy, 1130-1154; 3. Court culture and race relations; 4. Roger II¿s assizes: law and kingship; 5. Government in Sicily under the kings; 6. Reign of William I `the Bad¿, 1154-1166; 7. Reign of William II 'the Good', 1166-1189; 8. The mosaics of the Norman kingdom - Cefalu, Palermo and Monreale; 9. The church and the kings; 10. The chroniclers: Alexander of Telese and Hugh Falcandus. Students taking the course will study these topics using both primary sources (including the art produced in the kingdom) and the modern historiography.
  • HTH-3149: Britannia Rule the Waves (20) (Semester 2)
    (1) Introduction to the module, British Empire and Imperial Studies (2) Governing the Empire (3) British Policy and Trade (4) Technological Change (5) Scientific Exploration (6) The Empire: Asia (7) The Empire: America (8) The Empire: Africa (9) The Empire: Australasia (10) The British Empire and the Approach of War (11) Concluding lecture
  • HTH-3150: Britain in the Jazz Age (20) (Semester 2)
    1. War, Empire and Modernisation: The Boer War, WWI and an overview of the period. 2. Royalty and national identity: the Edwardian era; 1911 Investiture of the Prince of Wales; the Abdication Crisis. 3. Technological modernisation: Electricity, the wireless and motors. Case study of the Wembley Exhibition 4. Britain on the Breadline: health, living conditions and depression 5. Whippets, fish & chips and gambling: Workers, socialism and leisure 6. Nationalism and identity: Wales, Ireland and Scotland. 7. Ideology and the prelude to 1939 in Britain. A case study of Oswald Mosley and the British Union of Fascists. 8. Women in Love: Gender roles and fashion. A case study of the Mitford sisters 9. Bright Young People: Sexuality, aristocracy and decadence 10. Popular music: music halls, Jazz and Americanisation. 11. From bodyline bowling to mountaineering: Sport and society 1900-1939. 12. Workshop: Film and Jazz Age Britain 13. 1 day field trip to Manchester: Museum of Science and Industry and the People’s History Museum (including access to the Labour Party Archive)
  • HTC-3151: Gwladgarwyr a Gwladychwyr (20) (Semester 2)
    1. Cyflwyniad: trefedigaethau America yn yr Ymerodraeth Brydeinig 2. Radicaliaeth: Gweriniaethwyr a Cymedrolion 3. Cwrs y Rhyfel 4. Boston, Efrog Newydd a Virginia 5. Dynion Mawr: Washington, Jefferson 6. Y rhyfel mewn cyd-destun ehangach: Ffrainc a Phrydain 7. Creu gwladwriaeth: Datganiad Annibyniaeth; y Cyfansoddiad; Mesur Iawnderau 8. O’r tu allan: Americanwyr Cynhenid, Teyrngarwyr, Pobl Du a Menwod 9. Y Weriniaeth Gynnar 10. Effeithiau’r ‘Chwyldro’ a barnau cyfoes
  • HTC-3156: Rhyfel Cartref America (20) (Semester 1)
    Y Gogledd a’r De Gwleidyddiaeth yr 1850au Caethwasiaeth Achosion y Rhyfel a’r Argyfwng Arwahanu Ymladd y Rhyfel Abraham Lincoln Y Cymry a’r Rhyfel Y Rhyfel a’r Gorllewin Rhyddhau’r Caethweision Ennill y Rhyfel Adluniad a’i Fethiant
  • HTH-3157: The Age of the Castle (20) (Semester 1)
  • HTH-3163: Nazi Germany 1933-1945 (20) (Semester 1)
  • Students must take a general module (those with a code beginning HGH/HGC/HGW) at level 6 if they did not take one at level 5

30 credits from:

  • LXE-3101: Approaching Translation (10) (Semester 2)
    This module aims to further develop and consolidate translation skills students have acquired in their language courses. By approaching translation as a process, it examines translation at different textual levels, from the lexico-grammatical level such as words and grammar, to the textual-pragmatic level such as cohesion, register and text types. It provides students with a framework to reflect on the translational difficulties in their chosen language pairs and explore strategies and their implications. Key texts Baker, Mona. In Other Words: A Coursebook on Translation, 2nd edition (London: Routledge, 2011). Hatim, Basil and Munday, Jeremy. Translation: an Advanced Resource Book (London: Routledge, 2004). Students will also require language specific resources such as a bilingual and monolingual dictionaries.
    or
    LCE-3101: Trin a Thrafod Cyfieithu (10) (Semester 2)
    Bwriad y modiwl hwn yw datblygu ac atgyfnerthu ymhellach sgiliau cyfieithu a enillwyd gan fyfyrwyr yn eu cyrsiau iaith. Trwy ystyried cyfieithu fel proses, mae'n craffu ar gyfieithu ar wahanol lefelau testunol, o lefel geiriau a gramadeg, i'r lefel destunol a phragmataidd sy'n ystyried cydlyniad, cywair a mathau o destun. Mae'n rhoi fframwaith i'r myfyrwyr i ystyried yr anawsterau cyfieithu yn y parau iaith a ddewiswyd ganddynt ac i ymchwilio i strategaethau a'u goblygiadau. Key texts Baker, Mona. In Other Words: A Coursebook on Translation, 2nd edition (London: Routledge, 2011). Hatim, Basil and Munday, Jeremy. Translation: an Advanced Resource Book (London: Routledge, 2004). Students will also require language specific resources such as a bilingual and monolingual dictionaries.
  • LXE-3102: Culture and the Body (10) (Semester 1)
  • LXF-3106: French Cinema since 1960 (20) (Semester 2)
    In chronological terms, this course follows on from module LXF2104 French Cinema 1895-1950. However, students who have not taken LXF2104 or have not previously studied cinema are more than welcome to take this module. This course will focus on French cinema from the New Wave period of the 1950s and 1960s to the new millennium. Through analysis of films by four different directors from four different decades, key cinematic trends will be identified, analysed and contextualized. Key trends / periods to be studied include 1950s/60s New Wave cinema, the "cinéma du look" of the 1980s, and the renewal of social and political cinema in France since 1995. This will expose students to key concepts in film studies and encourage critical reflection on how the range of techniques utilised by a director contribute to cinematic meaning. The films studied will be situated both in relation to cinematic and political trends contemporary to their production. Key texts Austin, Guy. 1996. Contemporary French Cinema: An Introduction . (Manchester and New York: Manchester University Press). Ezra, Elizabeth. 2004. European Cinema (Oxford and New York: Oxford University Press). Hayward, Susan. 2005 (or 1993). French National Cinema, (London and New York: Routledge). This book is available on the library website as an e-book: click here. Hayward , Susan and Ginette Vincendeau (eds.). 2002. French Film: Texts and Contexts (London and New York: Routledge). Hjort, Mette and Scott Mackenzie. 2000. Cinema and Nation (London and New York: Routledge). See chs. 4-7, esp. Ch.6 on 'Framing National Cinemas' by Susan Hayward. This book is available via the library website as an e-book: click here. Kline, T. Jefferson. 2010. Unravelling French Cinema (Oxford: Wiley-Blackwell). Available as an e-book via the Bangor University website: http://www.bangor.eblib.com/patron/FullRecord.aspx?p=485677. Powrie, Phil (ed.). 1999. French cinema in the 1990s : continuity and difference (Oxford: Oxford University Press). Powrie, Phil and Keith Reader (eds.). 2002. French Cinema: A Student's Guide (London: Arnold). See esp. pp. 3-53. This book is available on the library website as an e-book: click here. Any other learning resources The core films studied are Jean-Luc Godard's A Bout de souffle (1960), Jean-Luc Godard's Week-end (1967), Claude Chabrol's Le Boucher (1970), Luc Besson's Subway, Jacques Martineau and Olivier Ducastel's Drôle de Félix (1999) and Nicolas Philibert's Etre et avoir (2002) and Michel Haznavicius' The Artist (2011).
  • LZF-3110: Joint Hon. French Dissertation (10) (Semester 1 + 2)
    This module will give students the opportunity of working on something as part of their degree course which is not already a specific component of the syllabus and develop independent study skills and research skills during their semester abroad. Through this course students will enhance their study skills and academic writing techniques. This module is intended as a foundation for the kind of writing requested at postgraduate level. Key texts Key texts to use for single and joint honours dissertations depend entirely on the topic chosen. Any other learning resources Students are required to complete ‘Disseration Skills Preparation’ activities on Blackboard. These take the form of short tutorials followed by multiple choice quizzes that aim to test understanding of the following issues: evaluating information, plagiarism, referencing, style and presentation.
    or
    LCF-3110: Traethawd hir Ffrangeg (CA) (10) (Semester 1 + 2)
    Bydd y modiwl hwn yn rhoi profiad i fyfyrwyr o weithio fel rhan o'u cwrs gradd ar rywbeth nad yw eisoes yn elfen benodol o'r maes llafur a datblygu sgiliau astudio annibynnol a sgiliau ymchwil yn ystod eu semester dramor. Trwy'r cwrs hwn bydd myfyrwyr yn gwella eu sgiliau astudio a'u technegau ysgrifennu academaidd. Bwriad y modiwl hwn yw darparu sail ar gyfer y math o ysgrifennu sy'n ofynnol ar lefel ôl-raddedig. Key texts Key texts to use for single and joint honours dissertations depend entirely on the topic chosen. Any other learning resources Students are required to complete ‘Disseration Skills Preparation’ activities on Blackboard. These take the form of short tutorials followed by multiple choice quizzes that aim to test understanding of the following issues: evaluating information, plagiarism, referencing, style and presentation.
  • LXF-3111: French Travel (20) (Semester 1)
    This module examines changing conceptions and practices of travel and engages students in analysis of some of the core tropes in approaches to travel and travel writing. Students will engage with the travel writing of a range of authors from the Renaissance to the present and with a variety of geographical locations in order to trace developments in the epistemologies and ontologies of travel. The course will begin by asking what we mean by the term ‘travel’, exploring critical thinking around the differences between, for example, tourism and migration. The module’s introductory phase will demonstrate the importance of travel in constructing categories of knowledge and narratives of identity before moving, in the weeks that follow, to look at issues of interpretation, examining through close reading how travellers frame their encounter with otherness, and how the travel encounter might become a means of disrupting such discursive frameworks. Key areas for investigation include the role played by travel writing in establishing structures of cultural hierarchy and resistance; the relationship between travel writing and various kinds of nationalisms; how travel writing informs global networks of modern capitalism; how travel writing constructs as well as calls into question gendered subjects and subjectivities; and, finally, the traffic between travel writing and other genres and media such as fiction, film and photography. Key texts A set of six core texts is drawn from the following authors’ work: Claude Lévi-Strauss, Simone de Beauvoir, Jean-Paul Sartre, André Gide, Georges Perec, Roland Barthes, Michel Butor, Jean Baudrillard, Marc Augé and Michel de Certeau. Students are provided with copies of the relevant extracts / articles as part of a module dossier. See list of extracts / articles mentioned in module documentation printed from the Gazette. Main secondary reading: Chris Bongie, Exotic Memories: Literature, Colonialism, and the Fin de Siècle (Stanford: Stanford University Press, 1991) Michel de Certeau ([1980] 1990) L’Invention du quotidien, vol. 1: Arts de faire (Paris : Folio, 1980) [HN8 .C43 1990 v.1] Umberto Eco, Faith in Fakes: Travels in hyperreality (London: Minerva, 1995) Charles Forsdick, Ludmilla Kostova and Corinne Fowler (eds) Travel Writing and Ethics: Theory and Practice (London: Routledge, 2012) Charles Forsdick, Travel in Twentieth-Century French and Francophone Cultures: The Persistence of Diversity (Oxford: OUP, 2005) Charles Forsdick and David Murphy (eds), Francophone Postcolonial Studies: A Critical Introduction (London: Arnold, 2003) Clifford Geertz, Works and Lives: The Anthropologist as Author (Cambridge: Polity, 1988) Peter Holland and Graham Huggan, Tourists with Typewriters: critical reflections on contemporary travel writing (Ann Arbor: University of Michigan Press, 1998 Mary Louise Pratt, Imperial Eyes: Travel Writing and Transculturation (London: Routledge, [1992] 2008) [D34.L29 P73 2008] Edward W. Said, Orientalism (Harmondsworth: Penguin, 1995) Michael Sheringham, Everyday Life: Theories and Practices from Surrealism to the Present (Oxford: OUP, 2009) Guillaume Thouroude, ‘Towards generic autonomy: the récit de voyage as mode, genre and form’, Studies in Travel Writing, 13:4 (2009), 381-390 C.W. Thompson, French Romantic Travel Writing: Chateaubriand to Nerval (Oxford: OUP, 2012)
  • LXF-3112: Bande Dessinee & Adaptation (20) (Semester 1)
    Topics to be covered in this module include: history of bande dessinée and the status of the medium in contemporary Francophone culture; how to analyse bande dessinée; key concepts in adaptation studies; case study 1: adaptation of a cultural myth; case study 2: autobioBD / autographics and the intertwining of the private and political; case study 3: adaptation from bande dessinée to animation; case study 4: post-colonialism and bande dessinée adaptation: Algeria; case study 5: post-colonialism and bande dessinée adaptation: Brittany. Key texts Primary texts and film: Peter Pan (Régis Loisel) Persépolis (Marjane Satrapi) Persépolis (Marjane Satrapi and Vincent Paronnaud) [film] L’étranger (Jaques Ferrandez, adapted from Albert Camus) Histoires de Bretagne (Collective, adapted from Anatole Le Braz) Recommended reading material : Ann Miller, Reading Bande Dessinée: Critical Approaches to French-Language Comic Strip Laurence Grove, Comics in French: The European Bande Dessinée in Context Linda Hutcheon, A Theory of Adaptation Julie Sanders, Adaptation & Appropriation
  • LXF-3113: French Dissertation (JH Eng) (10) (Semester 1 + 2) or
    LCF-3113: French Dissertation (JH Welsh) (10) (Semester 1 + 2)
  • LXE-3210: Press Dossier (10) (10) (Semester 1)
    This module provides students with the opportunity to examine a topical issue relevant to one or more countries/regions in which the target language is spoken. The chosen issue will be examined through the prism of the press and media, in order to develop an understanding not only of the specific issue in question, but also of the media landscape of the relevant society. The resulting dossier will comprise the analysis of contrasting media and press types in their coverage of the chosen topic, as well as an assessment of their importance in influencing public opinion. The dossier will be written in the target language, and should contain an appendix of materials which have been examined. Busà, M. Grazia, Introducing the Language of the News: a Student's Guide (London: Routledge, 2014) Stevenson, Nick, Understanding Media Cultures: Social Theory and Mass Communication (London; Thousand Oaks: Sage, 1995) Harrison, Martin, TV news, Whose Bias? : a Casebook Analysis of Strikes, Television and Media Studies (Hermitage, Berks.: Policy Journals, 1985) Stocchetti Matteo and Karin Kukkonen, Critical Media Analysis: an Introduction for Media Professionals (Frankfurt am Main ; New York: Peter Lang, 2011) Van Dijk, Teun A., Discourse and Communication: New Approaches to the Analysis of Mass Media Discourse and Communication (Berlin; New York: W. de Gruyter, 1985) Websites: This section of SMLC website lists some of the major newspaper, TV and radio sites in German, French, Spanish and Italian media: http://www.bangor.ac.uk/ml/uglinks.php
    or
    LCE-3210: Astudio'r Cyfryngau (S1) (10) (Semester 1)
    Mae'r modiwl hwn yn rhoi cyfle i fyfyrwyr astudio pwnc cyfoes sy'n berthnasol i un neu fwy o wledydd/rhanbarthau lle y siaredir yr iaith darged. Gwyntyllir y pwnc a ddewisir drwy brism y wasg a'r cyfryngau, er mwyn magu dealltwriaeth o'r pwnc penodol ond hefyd o'r cyhoeddiadau a chyfryngau sydd ar gael yn y gymdeithas dan sylw. Bydd yr adroddiad terfynol yn cynnwys dadansoddiad o sut y mae mathau cyferbyniol o gyhoeddiadau a chyfryngau yn ymdrin â'r pwnc, yn ogystal ag asesiad o'u pwysigrwydd wrth ddylanwadu ar farn y cyhoedd. Ysgrifennir yr adroddiad yn yr iaith darged, ac atodir y deunyddiau a drafodir wrtho. Busà, M. Grazia, Introducing the Language of the News: a Student's Guide (London: Routledge, 2014) Stevenson, Nick, Understanding Media Cultures: Social Theory and Mass Communication (London; Thousand Oaks: Sage, 1995) Harrison, Martin, TV news, Whose Bias? : a Casebook Analysis of Strikes, Television and Media Studies (Hermitage, Berks.: Policy Journals, 1985) Stocchetti Matteo and Karin Kukkonen, Critical Media Analysis: an Introduction for Media Professionals (Frankfurt am Main ; New York: Peter Lang, 2011) Van Dijk, Teun A., Discourse and Communication: New Approaches to the Analysis of Mass Media Discourse and Communication (Berlin; New York: W. de Gruyter, 1985) Websites: This section of SMLC website lists some of the major newspaper, TV and radio sites in German, French, Spanish and Italian media: http://www.bangor.ac.uk/ml/uglinks.php
  • LCF-3301: Ymerodraethau Prydain+Ffrainc (20) (Semester 1)
    Yn y modiwl hwn, bydd myfyrwyr yn astudio effaith imperialaeth ar ddiwylliant a chymdeithas Ffrainc a Phrydain, gan ganolbwyntio hefyd ar effaith ymerodraeth ar Gymru. Byddwn yn astudio sawl pwnc, gan gynnwys y berthynas rhwng gwladychu a choloneiddio; cymunedau Cymraeg ar draws yr Ymerodraeth Brydeinig, perthnasau rhwng Ffrainc imperialaidd a’r trefedigaethau, portreadu’r ‘ymerodraeth’, dadwladychu, cofio’r ymderodraeth ac hunaniaeth ôl-wladychol. Aldrich, R., Greater France: a History of French Overseas Expansion (1996). Betts, R., Tricouleur: the French Overseas Empire (1977) Betts, R., Assimilation and Association in French Colonial Theory (2005). Betts, R., France and Decolonization (London: Macmillan, 1991).Brunschwig, H., Mythes et réalités de l’impérialisme colonial français 1871-1914 (Paris: Armand Colin, 1960).Clay Sorum, P., Intellectuals and Decolonization in France (1977). Constantine, Stephen ed., Emigrants and Empire: British Settlement in the Dominions Between the Wars (Manchester, 1990) Cooper N., ‘French Colonial Thought’ An Encyclopedia of French Thought (2004) Conklin, A Mision to Civilize: the Republican Idea of Empire in France and West Africa (1997). Evans, M., (ed) Empire and Culture: The French Experience, 1830-1940, (2004). Fanon, F., The Wretched of the Earth (2001). Johnston, W. Ross ‘The Welsh Diaspora: Emigrating around the World in the Late Nineteenth Century,’ Llafur Cyf. 6, Rhif 2 (1993) 50-74 Jones, Aled and Jones, Bill, 'The Welsh World and the British Empire, c.1851-1939: An Exploration', Journal of Imperial and Commonwealth History, Cyf.31 Rhif 2 (Mai 2003) 57-81 (available online on http://www.tandfonline.com/doi/pdf/10.1080/03086530310001705606 ) Jones, Bill, 'Cymry "Gwlad yr Aur": Ymfudwyr Cymreig yn Ballarat, Awstralia, yn ail hanner y bedwaredd ganrif ar bymtheg', Llafur, Cyf. 8 Rhif 2 (2001) Gethin Matthews, ‘“Y Dynion Mwyaf Diniwed ar Wyneb y Greadigaeth” – Y Cymry a Brodorion Columbia Brydeinig’, Y Traethodydd (Gorffennaf 2009) 147-156 Naylor, P., France and Algeria: a history of Decolonization and Transformation (Florida: UPF, 200). The Oxford History of the British Empire, pum cyfrol, yn enwedig cyfrol 3 (The Nineteenth Century) a chyfrol 4 (The Twentieth Century) Wagstaff, P., and Scriven, M., War and Society in Twentieth Century France (1991).
  • Joint Hons. Students may only take ONE LXE module