Module HIST3811: FROM REBELLION TO RAPPROCHEMENT? IRELAND AND ENGLAND 1798-1968

Department: HISTORY

HIST3811: FROM REBELLION TO RAPPROCHEMENT? IRELAND AND ENGLAND 1798-1968

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To introduce students to the history of early nineteenth century Ireland.
• To enable students to increase their geographical and where appropriate chronological range.
• To extend students' familiarity with different types of primary source material (specifically Parliamentary Papers) .
• To introduce students to the complexities of Anglo-Irish historiography.

Content

• Topics to be covered include:
• Irish Historiography
• The 1798 Rising
• The Background to and passing of the Act the Union
• The structure of Irish Government
• Catholic Emancipation
• Ireland and the Reform Ministries
• The Pre-Famine Economy
• Irish "Peasants"
• The Repeal Movement
• The Devon Commission
• The Famine
• "Young Ireland"
• The Catholic Church in Ireland
• The Irish Electoral System
• Emigration
• The Post-Famine Economy
• The Origins of Home Rule

Learning Outcomes

• An understanding of the complexity of Irish historiography.
• A knowledge of Irish history from 1798-1868.
• An understanding of the complexities of Anglo-Irish relations in the early nineteenth century.
• Some understanding of the reliability or otherwise of Parliamentary reports as a primary source.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student learning is facilitated by a combination of the following teaching methods:
• lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals.
• Assessment:
• Unseen Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The unseen examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

1. Coursework essays are formative as well as summative. They are to be submitted in two copies, of which one will be returned with written comments and a standard departmental feedback sheet. 2. Preparation to participate in seminars and tutorials. 3. At least one oral presentation or short written assignments.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University