1. DEMONSTRATE DETAILED KNOWLEDGE OF THE DEVELOPMENT AND IMPACT OF BRITAIN'S RELATIONSHIP WITH IRELAND FROM 1800 TO 1921.
Knowledge & Understanding

2. DEMONSTRATE AN UNDERSTANDING OF THE CHANGING NATURE OF POLITICAL, SOCIAL AND ECONOMIC FORCES IN IRISH HISTORY (BOTH DOMESTIC AND INTERNATIONAL) THROUGH SOURCES RELATED TO IMPORTANT HISTORICAL EVENTS.
Analysis

3. PROVIDE WELL-RESEARCHED AND DEVELOPED PIECES OF WORK IN APPROPRIATE ACADEMIC STYLE. Communication

4. DEMONSTRATE AN ABILITY TO EVALUATE CONTINUITY AND CHANGE IN ATTITUDES, BELIEFS AND PRACTICES WITHIN IRISH HISTORY.
Learning

One 1,000 word research paper delivered both to the seminar group and submitted in writing on aspects of an individual lecture topic. Weighted at 30% [Learning Outcomes 3&4]

One 2,000 word comparative essay weighted at 70% [Learning Outcomes 1-4]

Key Information Set Data:
100% coursework

The module uses Ireland’s experience of Act of Union to critically analyse components of the UK’s constitution and nineteenth century Irish History. The main periods covered are Britain's relationship with Pre-famine Ireland, the impact of the Gaelic revival on Irish identity and politics, the rise of Unionist beliefs and heritage, and the Anglo Irish relationship from the 1798 to the Anglo Irish Treaty of 1921. Through analysing the changing nature and meaning of 'Union' this module asks students to think critically about Britain as well as Ireland, discussing aspects of devolution, constitution, nationality and hegemony that have significant relevance in Britain today.

The Act of Union between Britain and Ireland (1800) was enacted in large part as a reaction to the failed ‘United Irish Rebellion’ of 1798. Traditionally marking 1800 as a beginning, historians of nineteenth century Ireland have likened its history most closely with the fates of its nationalist movements and their
progress toward independence from this point. For PS O’Hegarty in the 1950s, Irish History was ‘the
story of a people coming out of captivity.’ Though this module covers Irish history, it does so in the contexts of British and international history, challenging the narratives of the older accepted Irish national story by critically examining the sides and corners of this traditional narrative. In particular, what is highlighted are those movements that run contrary, or in opposition to what has been seen to become the Irish national story including unionism but also socialism, feminism, capitalism and Catholicism. The module covers many aspects of Irish political history between 1800 and Irish independence in 1921, including
the impact of the Great Famine, the histories of nationalism and unionism in Ireland and the emergence of
a partitioned Ireland as an imperfect constitutional solution during the Irish War of Independence (Anglo-Irish War).

The module looks at important political and social questions regarding governance, law, citizenship, equality, identity and violence. Overall, this module contends that the ‘irish story’ is infinitely more complex than PS O’Hegarty ever conceived and, as a history of (inter)national relations between peoples and governments with distinct and separate national identities it asks students to reflect on current trends in British constitutional politics and to consider the application of devolution on the remaining constitution of the United Kingdom today.

The module incorporates three styles of learning strategies. The lectures offer introductions to the topics, themes, events and historical debate surrounding the topic. The seminars provide the opportunity for discussion and debate of specified areas covered using pre-supplied readings. Independent learning incorporates working through the prescribed readings, pre-lecture preparation and preparation for the assessed research essay.

English R. (2007) Irish Freedom: The History of Irish Nationalism
Foster R.F. (1988) Modern Ireland
O’Beirne Ranelagh J. (2012) A short history of Ireland 3rd ed.
Jackson A. (2003) Home Rule: An Irish History 1800-2000

Library, where you will find relevant books, journals, newspapers and periodicals.
Internet, where you will find relevant Web sites.
Data projection suitable slides and short video presentations (with audio) in both lecture and seminar rooms.
Blackboard [VLE], where lecture slides, handouts and occasional source material, will be placed.