External summary

This degree offers a curriculum that allows students to pursue specialist studies in History in combination with the distinctive insights and methodologies of Archaeology. Archaeology is the study of the human past through the medium of surviving material remains. As such, archaeology gives a strong time depth to the understanding of human cultural development and provides an alternative but complementary perspective to historical approaches in understanding the workings of human culture and societies in the near and distant past. The discipline of History involves study of the human past adopting a critical approach to evidence relevant to that enquiry. Work in History takes the form of interaction with the evidence in primary form and through sceptical reading of a wide body of historical writing. The Edinburgh experience is distinctive for the range of historical themes, chronological periods and geographical areas which can be studied using a variety of different intellectual approaches to the past.

Students will be expected to:

• work independently, to organise and synthesise data derived from a variety of sources, to assess the reliability of evidence and weigh a variety of competing or conflicting factors, to analyse complex questions and make independent judgements, to develop and organise their arguments, and to present a coherent, reasoned and well supported set of conclusions.
• make effective use of information sources and data.
• understand the problems of historical interpretation.
• present arguments and results in written form, in clear and correct English.
• present information and arguments orally with clarity and confidence.
• manage their time effectively.
• show their ability to use information technology.
• demonstrate an ability to use, evaluate and criticise quantitative evidence where this is relevant to their work.
• demonstrate a general maturity of outlook, to show the sense of perspective and judgement imparted by the study of the societies, beliefs and mentalities of the past, and to understand the relevance of the past to the problems of the present.

Educational aims of programme

The programme aims are:

• to provide an intellectual framework of study linking the two disciplines and to deliver a broad based curriculum incorporating major fields of study in archaeology and history.
• to provide an education in history and archaeology appropriate to the requirements of the vocational and non-vocational student within specific geographic, chronological or thematic frameworks and to provide this within a curriculum supported and informed by a rich and active research culture. 
• to equip students with substantive knowledge of a range of social, cultural and archaeological contexts, institutions, processes and ideas.
• to enable students to understand, evaluate and use a range of theoretical frameworks in the study of history and archaeology and to understand the relationship between the two disciplines.
• to develop the intellectual and professional tools required to work effectively with material drawn from many forms of historical and archaeological investigation.
• to enable students to apply their knowledge and skills to the understanding and evaluation of issues and problems in the contemporary world. 
• to give some practical experience in the field of archaeology.
• to enable students to develop and apply key generic skills in critical thinking, research and oral or written articulation of information and argument.
• to encourage, through the acquisition of a wide range of transferable skills, our students’ intellectual and creative independence and to equip them for progression to a wide variety of careers or to further academic study.
• To introduce students to aspects of History from antiquity and the middle ages to the present in a manner that reflects the discipline of History as taught and researched at Edinburgh.
• To provide a curriculum based on dynamic engagement with the wealth of primary historical sources available in Edinburgh including artefacts and visual evidence.

Programme outcomes: Knowledge and understanding

• understanding of a range of viewpoints on problems of interpretation and evaluation of the past
• understanding of economic, legal, social, cultural, ethical, global and environmental responsibilities and issues surrounding the study of the past and its applications
• understanding of the role of the past and its study in the shaping of class, ethnic, gender, national and other identities with current, sometimes sensitive relevance
• understanding of how to enjoy the life of the mind

Programme outcomes: Graduate attributes - Skills and abilities in research and enquiry

• ability to draw valid conclusions about the past
• ability to identify, define and analyse historical  problems
• ability to select and apply a variety of critical approaches to problems informed by uneven evidence
• ability to exercise critical judgement in creating new understanding
• ability to extract key elements from complex information
• readiness and capacity to ask key questions and exercise rational enquiry
• ability critically to assess existing understanding and the limitations of knowledge and recognition of the need regularly to challenge/test knowledge
• ability to search for, evaluate and use information to develop knowledge and understanding
• possession of an informed respect for the principles, methods, standards, values and boundaries of the discipline(s), as well as the capacity to question these
• recognition of the importance of reflecting on one’s learning experiences and being aware of one’s own particular learning style

Programme outcomes: Graduate attributes - Skills and abilities in personal and intellectual autonomy

• openness to new ideas, methods and ways of thinking
• ability to identify processes and strategies for learning
• independence as a learner, with readiness to take responsibility for one’s own learning, and commitment to continuous reflection, self-evaluation and self-improvement
• ability to make decisions on the basis of rigorous and independent thought.
• ability to test, modify and strengthen one’s own views through collaboration and debate
• intellectual curiosity
• ability to sustain intellectual interest

Programme outcomes: Graduate attributes - Skills and abilities in communication

• ability to make effective use of oral, written and visual means convey understanding of historical issues and one’s interpretation of them.
• ability to marshal argument lucidly and coherently
• ability to collaborate and to relate to others
• readiness to seek and value open feedback to inform genuine self-awareness
• ability to articulate one’s skills as identified through self-reflection

Programme outcomes: Graduate attributes - Skills and abilities in personal effectiveness

• ability to approach historical problems with academic rigour
• ability to manage and meet firm deadlines
• flexible, adaptable and proactive responsiveness to changing surroundings
• possession of the confidence to make decisions based on one’s understanding and personal/intellectual autonomy
• ability to transfer knowledge, learning, skills and abilities flexibly from one context to another
• ability to work effectively with others, capitalising on diversities of thinking, experience and skillsworking with, managing, and leading others in ways that value their diversity and equality and that encourage their contribution

Programme outcomes: Technical/practical skills

• a command of bibliographical and library research skills, as well as a range of skills in reading and textual analysis
• close reading of texts
• ability to deal with quantitative evidence, where relevant
• ability to read foreign language material, where relevant
• a command of palaeography, where relevant
• an ability to produce coherent and well presented text, sometimes of considerable length
• an ability to produce text to meet standard presentational specifications as laid out in a style sheet
• an ability to make effective presentations, perhaps using audio visual support

Programme structure and features

Each year of the programme carries 120 credit points.

In first year, students will take:

• Archaeology 1a; Archaeology 1b (Level 8, 20 credits each)
• All students registered for a single or joint honours degree in Archaeology normally undertake a minimum of three weeks fieldwork approved by the Head of Archaeology during the summer vacation after their first year of study.
• The Historian's Toolkit (Level 8, 20 credits)
• Either Medieval Worlds: A Journey through the Middle Ages or Early Modern History: A Connected World (Level 8, 20 credits each)
• 40 credits of outside subject(s) (Level 8, may include some courses at Level 7)

In second year, students will take:

• Archaeology 2a: Scotland before history; Archaeology 2b: Archaeology in Action (Level 8, 20 credits each)
• Introduction to Historiography (Level 8, 20 credits)
• one History course from a selection of courses which may include: Making and Breaking Medieval Britain: England, Scotland, Wales and Ireland, c. 1100-1500; Britain, Ireland and Empire c. 1800-2000; Themes in Modern European History; History of the United States; Global Connections, 1450 to the present; Transformation of the Roman World (Level 8, 20 credits each)
• 40 credits of outside subject(s) (Level 8, may include some courses at Level 7)

In third year, students will take:

• two compulsory courses: Historical Skills and Methods I and Theoretical Archaeology (Level 10, 20 credits each)
• Either Historical Skills and Methods II or Archaeology in Practice (students are recommended to choose based on their intended dissertation topic) (Level 10, 20 credits each)
• three optional courses (at least one from each discipline) (Level 10, 20 credits each)

In the fourth year, students will take:

• one year-long Special Subject in History (Level 10, 40 credits)
• 40 credits of Archaeology courses (Level 10, 20 credits each)
• You will also write a dissertation, this may be in either History or Archaeology (Level 10, 40 credits)

Progression

To progress from Year 1 to Year 2, passes are required in a minimum of 80 credits including compulsory and/or core courses.

Entry into third year Honours requires (i) passes in at least 200 credits of courses taken in the first two years, (ii) passes at 50% or above in 40 credits of second year history courses. (iii) passes at 50% or above in Archaeology 2A and 2B.

Progression from Year 3 to 4 is dependent upon the completion of at least 360 credits.

Exit awards

• Certificate of Higher Education: year one
• Diploma of Higher Education: year two
• BA in Humanities and Social Science: year three (although entry to honours means the commencement of two years of integrated study leading to an honours degree and not all students will be qualified for the BA HSS)
• MA Honours in History and Archaeology: year four

Teaching and learning methods and strategies

The learning outcomes are achieved through a variety of modes of study and assessment practices.

In first and second year the courses are of a broad survey type. These deal with a wide span of chronology and, sometimes, of geographical area. Teaching is delivered at this level through a combination of lectures to the whole class and small group sessions. A variety of different pieces of work will be assessed. These may include: essays, examinations, seminar presentations, tutorial performance, document commentaries and seminar diaries.

In third and fourth years students take more specialised courses which are partly defined by the research interests of the members of staff. These are taught in seminar classes where a greater degree of independent study is required. These classes engage in a deeper way with the historiography relating to the course and may involve work with primary source materials.

In fourth year the engagement with primary evidence is central to the work of Special Subject classes and the writing of a dissertation which is an exercise independent study. In the honours years work will be assessed through a variety of different means: essays, examinations, seminar presentations, seminar performance, document commentaries, projects, dissertations and seminar diaries.

Assessment methods and strategies

Courses can be assessed by a diverse range of methods and often takes the form of formative work which provides the student with on-going feedback as well as summative assessment which is submitted for credit.

Various assessment methods are used dependent on course options taken, but may include:

In Year 1

• Essays
• Coursework
• Written Examinations
• Class Tests

In Year 2

• Essays
• Coursework
• Written Examinations
• Class Tests
• Practical sessions

In Year 3

• Essays
• Coursework
• Written Examinations
• Seminar Presentations
• Project
• Practical sessions

In Year 4

• Dissertation
• Essays
• Coursework
• Seminar Presentations
• Written Examinations
• Practical sessions

Career opportunities

History and Archaeology graduates from the University of Edinburgh are highly regarded by employers. The research and analytical skills you will develop throughout the course can be used in any research-based career. These skills can also be applied to careers including journalism, museum or heritage work, public relations, the Diplomatic Service or teaching. Previous graduates have also gone on to work in finance, law or local government or have chosen postgraduate study.

Other items

Resources:

Students have access to the well-stocked University Library and a range of other library facilities in the city.

Archaeology is fortunate in having a dedicated suite of laboratories for environmental archaeology and archaeological science.

Study abroad:

The University has well-established exchange schemes with leading world universities, which usually take place in the third year.