Modules for course RV41 | BA/HSP
BA History/Spanish

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:

  • LZS-1001: Spanish for Advanced Students (20) (Semester 1 + 2) Core
    This module has been designed in order to enable post 'A' level students to develop written communicative skills in Spanish 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 Hispanic themes and issues while developing the various written communicative skills outlined. Spanish Practice Books: No set text is given for this language module, although students are highly encouraged to purchase a copy of the following books for self-study: Busquets, María, Ejercicios gramaticales, Niveles Intermedio y Superior (Madrid: Verbum, 1993) Howkins, Angela, Practising Spanish Grammar, (London: Hodder, 2011) Nissemberg, Gilda, Practice Makes Perfect. Complete Spanish Grammar (New York: Mc Graw-Hill, 2004) Equipo Prisma, Español para Extranjeros: Nivel Intermedio B1 (Madrid: Edinumen, 2004) Websites: Diccionario de la Real Academia de la Lengua Española: http://www.rae.es/rae.html Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students have to complete the School’s Self-Study Portfolio (available from SMLC website).
    or
    LCS-1001: Sbaeneg i Fyfyrwyr Uwch (20) (Semester 1) Core
    Lluniwyd y modiwl hwn i alluogi myfyrwyr sydd wedi astudio Lefel A Sbaeneg i ddatblygu eu sgiliau cyfathrebu trwy ehangu ar y sgiliau iaith a ddysgwyd ganddynt yn eu Lefel A. Mae'n cynnwys dosbarth sy'n seiliedig ar destunau lle caiff myfyrwyr gyfle i ddatblygu eu sgiliau cyfieithu ac aralleirio. Caiff myfyrwyr hefyd y cyfle i adolygu a chyfnerthu elfennau gramadegol penodol mewn ail ddosbarth sy'n canolbwyntio ar ramadeg. Daw'r testunau a ddefnyddir yn y modiwl hwn o amrywiaeth o ffynonellau yn cynnwys y cyfryngau a darnau llenyddol er mwyn i fyfyrwyr ymgyfarwyddo ag amrywiol gyweiriau. Defnyddir dull thematig o ymdrin â'r darnau yn y dosbarth er mwyn galluogi myfyrwyr i ddod i ddeall themâu a materion Sbaenaidd penodol wrth feithrin y sgiliau ysgrifennu a amlinellwyd. Mae pynciau’n cynnwys: sinema, celf, llenyddiaeth a gwleidyddiaeth. Spanish Practice Books: No set text is given for this language module, although students are highly encouraged to purchase a copy of the following books for self-study: Busquets, María, Ejercicios gramaticales, Niveles Intermedio y Superior (Madrid: Verbum, 1993) Howkins, Angela, Practising Spanish Grammar, (London: Hodder, 2011) Nissemberg, Gilda, Practice Makes Perfect. Complete Spanish Grammar (New York: Mc Graw-Hill, 2004) Equipo Prisma, Español para Extranjeros: Nivel Intermedio B1 (Madrid: Edinumen, 2004) Websites: Diccionario de la Real Academia de la Lengua Española: http://www.rae.es/rae.html Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students have to complete the School’s Self-Study Portfolio (available from SMLC website).
  • LZS-1002: Spoken Spanish Advanced (20) (Semester 1 + 2) Core
    This topic-based module complements LZS1001 by developing proficiency in spoken Spanish 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 Hispanic life and society and to improve comprehension of regional Spanish accents. Websites: YouTube channels for listening comprehension practice: http://www.youtube.com/user/rtve http://www.youtube.com/user/misextatv http://www.youtube.com/user/antena3 http://www.youtube.com/user/valemusic http://www.youtube.com/user/artehistoriacom Spanish radio stations: http://www.cadenaser.com/player_radio.html http://www.los40.com/player/ Main Spanish newspapers: http://www.elpais.com http://www.elperiodico.com/es/ http://www.lavanguardia.com/ http://www.elmundo.es/
    or
    LCS-1002: Sbaeneg Llafar Uwch (20) (Semester 1) Core
    Y modiwl hwn yw'r modiwl llafar sy'n cyfateb i LCS1001. Mae'n fodiwl dwbl sy'n anelu at ddatblygu'r sgiliau Sbaeneg llafar a ddysgwyd wrth astudio am Lefel A. Defnyddir amrywiaeth o gymhorthion clywedol a gweledol ym mhob dosbarth i sbarduno trafodaethau grŵp, dadleuon a chyflwyniadau unigol ar themâu penodol. Datblygir sgiliau gwrando hefyd trwy ymarferion gwrando a deall gyda thapiau sain a fideo. Nod y modiwl hwn yw galluogi myfyrwyr i fynegi eu hunain ar lafar wrth drafod amrywiaeth o bynciau sy'n ymwneud â bywyd cyfoes a chymdeithas Sbaenaidd a gwella eu dealltwriaeth o acenion rhanbarthol Sbaeneg. Websites: YouTube channels for listening comprehension practice: http://www.youtube.com/user/rtve http://www.youtube.com/user/misextatv http://www.youtube.com/user/antena3 http://www.youtube.com/user/valemusic http://www.youtube.com/user/artehistoriacom Spanish radio stations: http://www.cadenaser.com/player_radio.html http://www.los40.com/player/ Main Spanish newspapers: http://www.elpais.com http://www.elperiodico.com/es/ http://www.lavanguardia.com/ http://www.elmundo.es/
  • LZS-1003: Spanish Begin./Intermed. 1 (20) (Semester 1) Core
    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) Core
    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)
  • LZS-1004: Spanish Begin./Intermed. 2 (20) (Semester 2) Core
    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)
  • Students with A level Spanish must take LZS-1001 and LZS-1002. Students without A level Spanish must take LZS-1003 and LZS-1004.

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:

  • LZF-1003: French for Beginners I (20) (Semester 1)
    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)
    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.”
  • 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
  • LZF-1004: French for Beginners II (20) (Semester 2)
    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)
    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.”
  • 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
  • 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)
  • Students with A-levels in any of the above languages must take the intermediate options, e.g. LZ..1001/1002 (if language modules are chosen)

Year 2 Modules

Compulsory Modules

Semester 1

  • LZS-2040: Spanish Language 1 (40) Core
    This module comprises two text-based written language classes and one class which focuses on the development of oral and aural communicative skills. In the first written language class, students concentrate on translation, paraphrasing, reading comprehension exercises and report writing, while grammar revision and consolidation forms the focus of hour 2. In hour 3, students are exposed to a variety of audio visual material and are required to participate in class discussions and debates. No set text is given for this language module. Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students have to complete the School’s Self-Study Portfolio (available from SMLC website).
    or
    LCS-2040: Iaith Sbaeneg 1 (40) Core
    Mae'r modiwl hwn yn cynnwys dau ddosbarth ysgrifennu sy'n seiliedig ar destunau ac un dosbarth sy'n canolbwyntio ar ddatblygu sgiliau cyfathrebu llafar a chlywedol. Yn y dosbarth ysgrifennu cyntaf, bydd myfyrwyr yn canolbwyntio ar gyfieithu, aralleirio, ymarferion darllen a deall ac ysgrifennu adroddiadau. Bydd yr ail ddosbarth yn canolbwyntio ar adolygu a chyfnerthu elfennau gramadegol. Yn y trydydd dosbarth, bydd myfyrwyr yn gwylio a gwrando ar amrywiaeth o ddeunydd clyweled ac yna bydd gofyn iddynt gymryd rhan mewn trafodaethau dosbarth. Bydd pedwerydd dosbarth i gyn-ddechreuwyr yn unig yn canolbwyntio ar sgiliau cyfathrebu ysgrifenedig a thasgau gwylio a deall tapiau fideo.

Semester 2

  • LZS-2040: Spanish Language 1
    This module comprises two text-based written language classes and one class which focuses on the development of oral and aural communicative skills. In the first written language class, students concentrate on translation, paraphrasing, reading comprehension exercises and report writing, while grammar revision and consolidation forms the focus of hour 2. In hour 3, students are exposed to a variety of audio visual material and are required to participate in class discussions and debates. No set text is given for this language module. Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students have to complete the School’s Self-Study Portfolio (available from SMLC website).
    or
    LCS-2040: Iaith Sbaeneg 1
    Mae'r modiwl hwn yn cynnwys dau ddosbarth ysgrifennu sy'n seiliedig ar destunau ac un dosbarth sy'n canolbwyntio ar ddatblygu sgiliau cyfathrebu llafar a chlywedol. Yn y dosbarth ysgrifennu cyntaf, bydd myfyrwyr yn canolbwyntio ar gyfieithu, aralleirio, ymarferion darllen a deall ac ysgrifennu adroddiadau. Bydd yr ail ddosbarth yn canolbwyntio ar adolygu a chyfnerthu elfennau gramadegol. Yn y trydydd dosbarth, bydd myfyrwyr yn gwylio a gwrando ar amrywiaeth o ddeunydd clyweled ac yna bydd gofyn iddynt gymryd rhan mewn trafodaethau dosbarth. Bydd pedwerydd dosbarth i gyn-ddechreuwyr yn unig yn canolbwyntio ar sgiliau cyfathrebu ysgrifenedig a thasgau gwylio a deall tapiau fideo.

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:

  • LXS-2024: History of Galicia (20) (Semester 2)
    During this course, you will be introduced to the history of Galicia, from its pre-history through to the creation of the autonomous community that it is today. While attention is paid to Galicia’s pre-history (in connection with the concept of Celtic roots and its evolution and manipulation for Galicia’s historical identity) and the Middle Ages, the module will concentrate largely on the history of the twentieth and twenty-first centuries with particular focus on the emergence of the idea of nationhood, political activism, and cultural production in Galicia. Key historical texts will be analysed for each period covered. Books: De la Granja, José Luis; Beramendi, Justo; Anguera, Pere, La España de los nacionalismos y las autonomías (Madrid: Editorial Síntesis, 2001). Gemie, Sharif, Galicia, A Concise History (Cardiff: University of Wales Press, 2006). King, Stewart, Beyond the periphery : narratives of identity in the Basque country, Catalonia and Galicia = Más allá de la periferia : narrativas de identidad en Cataluña, Galicia y el País Vasco. (Australia : Antípodas, 2007). Miguélez-Carballeira, Helena, Galicia, a Sentimental Nation: Gender, Culture, Politics (Cardiff: University of Wales Press, 2013). Romero, Eugenia R., Contemporary Galician culture in a global context: movable identities (Lanham, Md.: Lexington Books, 2012). Villares, Ramón, Historia de Galicia (Madrid: Alianza Editorial, 2004). Webpages: The research project ‘Voces e nomes’: http://www.nomesevoces.net/ Articles: Lourenzo Prieto, Lourenzo, ‘Interpreting Galician History: The Recent Construction of an Unknown Past’ in Contemporary Galician Cultural Studies: Between the Local and the Global, ed. by Hooper & Puga (New York: MLA, 2011). Cazorla-Sánchez, Antonio, ‘At Peace with the Past: Explaining the Spanish Civil War in the Basque Country, Catalonia, and Galicia’, in Teaching Representations of the Spanish Civil War, ed. by Valis (New York: Modern Language Association, 2007). Rίos Bergantiños, Noa, ‘Contemporary Galizan Politics: The End of a Cycle?’, in A Companion to Galician Culture, ed. by Miguélez-Carballeira. (Woodbridge: Tamesis, 2014).
  • LXS-2028: Galician I (20) (Semester 1)
    This module involves an introduction to Galician through the study of key areas of grammar (verbal tenses, nouns, adjectives, prepositions, etc.), idiomatic register, and general vocabulary. Through selected in-class texts, students will also be introduced to Galician culture, literature, and sociolinguistics. The course is highly recommended for students who intend to do their year abroad (or part of it) in the historical city of Santiago de Compostela (the capital of Galicia) and its university or the cities of Vigo and A Coruña. Books: Boullón Agrelo, Ana; Monteagudo Romero, Henrique; García Cancela, Xermán, Diccionario normativo Galego-Castelán (Vigo: Galaxia, 1994). Gómez Guinovart, Xavier, Dicionario moderno inglés-galego (Vigo: 2.0 editora, 2012). Normas ortográficas e morfolóxicas do idioma galego (Vigo: Real Academia Galega & Instituto da Lingua Galega, 2004). Pérez Barreiro, Servando, Dicionario completo galego-inglés, inglés-galego (Vigo: Cardeñoso). Webpages: Dictionary English-Galician, Galego-Inglés: http://sli.uvigo.es/dicionario/index.html Galician dictionary by the Real Academia Galega: http://www.realacademiagalega.org Linguakit: https://linguakit.com/full_analysis Articles: O’Rourke, Bernadette, ‘The Galician Language in the Twenty-First Century’, in A Companion to Galician Culture, ed. by Helena Miguélez-Carballeira (London: Tamesis, 2014), pp.73-92. Thompson, John Patrick, ‘Portuguese or Spanish Orthography for the Galizan Language? An analysis of the Conflito Normativo’, in Contemporary Galician Cultural Studies: between the local and the global, ed. by Kirsty Hopper & Manuel Puga Moruxa (New York: Modern Language Association of America, 2011), pp. 143-165.
  • LXS-2029: Galician II (20) (Semester 2)
    This module aims to consolidate the students' previously acquired basic knowledge of the Galician language through the study of advanced areas of grammar (verbal tenses and moods, discursive links, etc), idiomatic register, and general vocabulary. Through selected in-class texts, students will also be introduced to Galician culture, literature, and sociolinguistics. The course is highly recommended for students who intend to do their year abroad (or part of it) in the historical city of Santiago de Compostela (the capital of Galicia) and its university. Books: Boullón Agrelo, Ana; Monteagudo Romero, Henrique; García Cancela, Xermán, Diccionario normativo Galego-Castelán (Vigo: Galaxia, 1994). Gómez Guinovart, Xavier, Dicionario moderno inglés-galego (Vigo: 2.0 editora, 2012) Miguélez-Carballeira, Helena (ed), A Companion to Galician Culture (Woodbridge: Tamesis, 2014). Normas ortográficas e morfolóxicas do idioma galego (Vigo: Real Academia Galega & Instituto da Lingua Galega, 2004). Pérez Barreiro, Servando, Dicionario completo galego-inglés, inglés-galego (Vigo: Cardeñoso). Webpages: Dictionary English-Galician, Galego-Inglés: http://sli.uvigo.es/dicionario/index.html Galician dictionary by the Real Academia Galega: http://www.realacademiagalega.org Linguakit: https://linguakit.com/full_analysis Online newspaper Novas da Galiza: http://www.novasgz.com/ Online newspaper Praza Pública: http://praza.com/ Online newspaper Sermos Galiza: http://www.sermosgaliza.com/ Online TV Ano Cero: http://galizaanocero.tv/ Online TV Irmandade TV: http://www.irmandade.tv/ Radio Televisión de Galicia: http://www.crtvg.es
  • LXS-2033: The Cinema of Spain (20) (Semester 2)
    Spanish cinema and its pioneers Neorealism and political dissent in the 1950s (Luís Buñuel, Viridiana) Art house cinema in the 1960s (Víctor Erice, El espirítu de la colmena) The cinema of the transition: the `disenchantment¿ Popular genres in post-Franco Spain The Spanish film industry in the 1980s and 1990s Gender and sexuality is post-Franco cinema (Pedro Almodóvar, Hable con ella) Catalan and Basque cinema (Julio Medem, Tierra) The internationalization of Spanish cinema (Alejandro Amenábar, Mar adentro) Social realism at the turn of the century (Fernando León, Los lunes al sol) Women in contemporary Spanish cinema (Icíar Bollaín, Te doy mis ojos) The films are available in the School of Modern Languages DVD library. Primary Films: Luis Buñuel, Viridiana (1961) Víctor Erice, El espíritu de la colmena (1973) Pedro Almodóvar, Volver (2006) Agustí Villaronga, Pa negre (2010) Icíar Bollaín, Te doy mis ojos (2003) Recommended reading: Bentley Bernard P. E., A Companion to Spanish Cinema (London: Tamesis, 2008) Caparrós Lera, José María, El cine español de la democracia: de la muerte de Franco al "cambio" socialista (1975-1989) (Barcelona: Anthropos, 1992) Deveny, Thomas, Cain on Screen: Contemporary Spanish Cinema (Lanham: Scarecrow Press, 1999) D'Lugo, Marvin, Guide to the Cinema of Spain (Westport: Greenwood Press, 1997) Fiddian, Robin W. and Peter W. Evans, Challenges to Authority: Fiction and Film in Contemporary Spain (London: Tamesis Books, 1988) Jordan, Barry and Rikki Morgan-Tamosunas, Contemporary Spanish Cinema (Manchester: Manchester University Press, 1998) Pavlovi, Tatjana, 100 years of Spanish Cinema (Malden: Wiley-Blackwell, 2009) Triana-Toribio, Nuria, Spanish National Cinema (London: Routledge, 2003) Resina Joan Ramon (ed.), Burning Darkness: a Half Century of Spanish Cinema, ed. (Albany: SUNY Press, 2008)
  • LXS-2035: Barcelona: a Cultural History (20) (Semester 1)
    The module will cover the following topics: 1) Theoretical Approaches to the Urban Space; 2) Beyond the City Walls: Building Modern Barcelona; 3) Modernista architecture: the Hospital de Sant Pau; 4) Mediterranean Classicism: Noucentista ideology and concept of the city-nation; 5) Socio-political History: a City under Siege; 6) Subjectivity and Space: In Diamond Square (1962) by Mercè Rodoreda; 7) Liminal Urban Spaces: Staging El Raval neighbourhood in Hamelin (2005) by Juan Mayorga; 8) The City as a Stage: La Fura dels Baus, Els Comediants and La Cubana; 9) Urban Renewal: architecture, art and design in the Olympic era; 10) Historicity and Temporality in Barcelona, un mapa (2008) by Ventura Pons; and 11) From the Barcelona model to the Barcelona brand

Year 4 Modules

Compulsory Modules

Semester 1

  • LZS-3030: Spanish Language 2 (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. No set text is given for this language module, although students are highly encouraged to purchase a copy of the following books for self-study: Butt, John and Carmen Benjamin (2011) A New Reference Grammar of Modern Spanish, London and Oxford: Arnold. Pountain, Christopher, Teresa de Carlos and Angela Howkins (2011) Practicing Spanish Grammar: A Workbook, London & Oxford: Arnold. Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students are encouraged to complete the School’s Self-Study Portfolio (available from SMLC website)
    or
    LCS-3030: Iaith Sbaeneg 2 (30) Core
    Nod y modiwl 30 credyd hwn sy'n para trwy'r flwyddyn yw hyrwyddo defnydd priodol o arddull a chywair ym mhob darn o waith ysgrifenedig a sicrhau bod myfyrwyr yn gallu ymdrin ag amrywiadau cywair a mynegiant idiomatig mewn modd hyderus a chywir. Trwy ddarllen testunau amrywiol a gweld strwythurau gramadegol cymhleth, disgwylir i fyfyrwyr feithrin sgiliau darllen ac ysgrifennu sy'n cyfateb i safon myfyrwyr yn eu blwyddyn olaf.

Semester 2

  • LZS-3030: Spanish Language 2
    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. No set text is given for this language module, although students are highly encouraged to purchase a copy of the following books for self-study: Butt, John and Carmen Benjamin (2011) A New Reference Grammar of Modern Spanish, London and Oxford: Arnold. Pountain, Christopher, Teresa de Carlos and Angela Howkins (2011) Practicing Spanish Grammar: A Workbook, London & Oxford: Arnold. Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students are encouraged to complete the School’s Self-Study Portfolio (available from SMLC website)
    or
    LCS-3030: Iaith Sbaeneg 2
    Nod y modiwl 30 credyd hwn sy'n para trwy'r flwyddyn yw hyrwyddo defnydd priodol o arddull a chywair ym mhob darn o waith ysgrifenedig a sicrhau bod myfyrwyr yn gallu ymdrin ag amrywiadau cywair a mynegiant idiomatig mewn modd hyderus a chywir. Trwy ddarllen testunau amrywiol a gweld strwythurau gramadegol cymhleth, disgwylir i fyfyrwyr feithrin sgiliau darllen ac ysgrifennu sy'n cyfateb i safon myfyrwyr yn eu blwyddyn olaf.

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:

  • LXI-3011: Adaptations in European Cinema (20) (Semester 1 + 2)
    During this course you will be introduced to issues relating to the re-use of tradition through the study of adaptations and/or recreations of literary texts, historical events or historical figures in Spanish and Italian cinema. You will thus become familiar with the socio-historical and ideological concerns that characterise contemporary Spain and Italy and you will reflect on the importance of film as a cultural medium. Primary sources: Films - Bernardo Bertolucci, 'Spider's Stratagem' (1969) - Vittorio De Sica, 'The Garden of the Finzi-Continis' (1970) - Francesco Rosi, 'Carmen' (1984) - Carlos Saura, 'Carmen' (1983) - Film and literary adaptions of the myth of Pygmalion - David Trueba, 'Soldados de Salamina' (2003) Primary sources: Texts ** A Dossier with all compulsory reading material (including short primary sources and required critical reading for seminars) will be made available from SMLC office in week 1. - Borges, Jorge Luis, "Theme of the Traitor and the Hero" in 'Labyrinths' (Penguin Books, 1970) [in dossier] - Bassani, Giorgio, 'The Garden of the Finzi-Continis' (Quartet Books, 1997) or Bassani, Giorgio 'Il Giardino dei Finzi-Contini' (Einaudi, 1999) - Bizet, Georges, 'Carmen', libretto by Henri Meilhac and Ludovic Halévy with English [in dossier] - Mérimée, Prosper, 'Carmen' trans. by Nicholas Jotcham (Oxford: Oxford UP, 1998) [in dossier] - Quim Monzó, ‘Pigmalió’, in El perquè de toto plegat (Quaderns Crema, 1993). - Javier Cercas, 'Soldados de Salamina' (Tusqusts Editores, 2003); 'Soldiers of Salamis' (Bloomsbury, 2003)
  • LXS-3018: Reading Contemporary Galician (20) (Semester 1)
    During this course, you will be introduced to the different 20th-Century literary texts (both narrative and poetic) originally written in the Galician language (which you will read in either Galician, Spanish or English). You will also be introduced to a set of cultural specificities of contemporary Galician culture (language conflict, the relevance of the Lusophone framework, hybridity and urban/rural studies). The authors studied will include key figures in Galician culture and politics such as Alfonso Castelao, the poets Luz Pichel and Lupe Gómez, Lois Pereiro and Manuel Rivas. Attention will be paid to both the cultural and stylistic specificity of the texts, and to the way they encompassed the main historical events of Galician and Spanish recent history. Luz Pichel: Casa pechada/Cativa en su lughar. Lupe Gómez: Selected poems. Lois Pereiro: Collected Poems. Manuel Rivas: Selected passages from Books Burn Badly.
  • LXS-3034: Spain through its Writers (20) (Semester 1)
    This module will explore how images of Spain as seen through its writers have changed over the past 100 years, by focusing on the genre of Travel Writing. It will start by providing an overview on the conventions of the genre, both in general and with a particular focus on travelogues by Spanish writers. Subsequently, students will read a series of selected extracts from different texts, which will be commented and analysed in the classroom. Although a selection of extracts will be provided, some of them will constitute compulsory reading. The first section will focus on the pre-Civil War period through the following indicative themes: the use of landscape in the construction of national identity (Azorín), travel writing as an initiation into literature (García Lorca) and the contrast between Spain and Europe (Julio Camba). The second part of the module will focus on the literary representations of Spain during the Francoist period, starting with the view of Catalunya, Galicia and Andalucía provided by Falangist writer Ernesto Giménez Caballero. This period also saw the publication of one of the milestones of the genre in Spanish literature, Viaje a la Alcarria by Nobel Prize winner Camilo José Cela, in which the author provides a personal account of rural Spain. By contrast, Ignacio Aldecoa’s travel writing aims to show a more realistic view of the situation of Spain during the dictatorship. Finally, the module will explore representations of Spain during the democratic period, starting with Julio Llamazares’ use of memory politics in his travel writing and Alfonso Armada’s texts on the touristification of Spain. Finally, Luisa Castro’s Viajes con mi padre will be studied as an example of travel writing as confessional journey.
  • LXS-3041: Catalan Identity on the Screen (20) (Semester 2)
    The module will cover the following topics: 1) Theorising national cinema: key concepts; 2) Challenging the hegemonic gaze: the Barcelona School of Film; 3) Staging Identity: Adaptations of theatre and the novel 4) Re-mapping the urban landscape: the films of Ventura Pons; 5) Female Subjectivity and Authorship in Sílvia Munt’s Gala (2003); 6) Monstrous Identities: containing illness and sexual deviance in El mar by Agustí Villaronga; 7) Trauma in Elisa K by Judith Colell and Jordi Cadena; 8) The New Documentary: Memory and Reconstruction; 9) Beyond National Boundaries: Transnationalism and Multilingualism in Els nens salvatges by Patricia Ferreira ; 10) New Directions: science fiction and the horror genre; and 11) Scene-Analysis (one-hour in-class assessment) & Revision and Essay Preparation. Core films: Delete Nedar by Carla Subirana
  • 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)
  • LZS-3110: Joint Hon Spanish 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.
  • LXS-3113: Spanish Dissertation (JH Eng) (10) (Semester 1 + 2) or
    LCS-3113: Spanish Dissertation (JH Wel) (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
  • Joint Hons. Students may only take ONE LXE module