HIS2002 : Fatal Allies: Anglo-Irish Relations, 1798-1998
- Offered for Year: 2018/19
- Module Leader(s): Dr Christopher Loughlin
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
Indeed, so much of this visit reminds us of the complexity of our history, its many layers and traditions, but also the importance of forbearance and conciliation. Of being able to bow to the past, but not be bound by it
- Queen Elizabeth II, 18 May 2011, Dublin Castle
On 18 May 2011, Queen Elizabeth II heralded a new era in Anglo-Irish relations in a speech that was branded a ‘game-changer’ in the relationship between the two islands. This module introduces students to this relationship, which can be described as being ‘close but tortuous’. The 1790s were a defining period in Anglo-Irish relations. The decade saw the birth of modern republicanism and Orangeism and the subsequent antagonism between the two which remains a defining feature of Irish political life. The 1790s also saw a redefining of the approach to Ireland within important elements of the British political elite. This was an opportunity lost by Britain, and the subsequent decades set the context for Anglo-Irish relations for the next 150 years. Events such as the Famine, the rise of popular nationalism, militant republicanism and cultural revival ensured that the Irish Question was placed firmly on the British agenda. This module examines key themes and events that influenced and shaped Anglo-Irish relations during this period. The conflict in Northern Ireland and the peace initiatives introduced by Britain and Ireland will play a key role in the module. The module will introduce students to the key debates in the historiography, including the ‘revisionist’ debate that occupied academics for much of the 1970s and 1980s. It will also examine the primary source documents of high politics that will shed new light on the diplomatic and security relations between Britain and Ireland from the United Irishmen to the Good Friday Agreement.
The aims of this module are:
To enable students to study the relationship between Britain and Ireland in-depth and analyse the different interpretations of it;
To enable students to engage with both primary source documents from the period, oral testimony collected since, and the major historiographical debates concerning the relationship;
To introduce students to recent historical research and to guide them in the analysis of primary documents and texts;
To give students the opportunity to gain in-depth knowledge of a longer period in Anglo-Irish relations.
To provide an opportunity of investigating in some depth selected problems, including the appraisal of selected source material and the critical examination of current historiography.’
Outline Of Syllabus
The following is a guide only. Actual subjects may differ from those listed.
Lectures (The two-hour lectures will be based on the following themes)
Wk 1: Introduction; Act of Union and the Emergence of a Catholic Irish Nation, 1801-40
Wk 2: Demography, the Famine and the Politics of Modernisation, 1841-51
Wk 3: Empire, Ireland and the Rise of Fenianism, 1852-69
Wk 4: The Land, the People and the Demand for Home Rule (1870-1912)
Wk 5: Ireland in Revolution and Counter-Revolution (1906-1922)
Wk 6: From Free State to Republic (1923-1959)
Wk 7: Northern Ireland – the Moral Economy of Loyalty (1920-1959)
Wk 8: Ireland in the 1960s
Wk 9: ‘Dark Decades’, 1970-1989
Wk 10: Essay Writing workshop
Wk 11: The Peace Process and the Neo-Liberalisation of the Two Irelands, 1991-2017
Wk 12: Conclusions and Dissertations
Seminars – will be based on oral history and documents available online at Kew, PRONI, the National Archives of Ireland, and the National Library of Ireland (these will be provided)
|Guided Independent Study||Assessment preparation and completion||55||1:00||55:00||1/3 of guided independent study.|
|Scheduled Learning And Teaching Activities||Lecture||11||2:00||22:00||N/A|
|Guided Independent Study||Directed research and reading||55||1:00||55:00||1/3 of guided independent study.|
|Scheduled Learning And Teaching Activities||Small group teaching||1||2:00||2:00||Film/Doucmentary and discussion|
|Scheduled Learning And Teaching Activities||Small group teaching||8||1:00||8:00||Based on 2 seminar groups|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||4||1:00||4:00||N/A|
|Guided Independent Study||Independent study||54||1:00||54:00||1/3 of guided independent study.|
Teaching Rationale And Relationship
Lectures: to enable students to gain a sense of the relationship between Britain and Ireland; to critically engage with the uses of historical skills and methods;
Seminars: to encourage independent study and to promote improvements in oral presentation, interpersonal communication and problem-solving skills, research skills and adaptability.
The format of resits will be determined by the Board of Examiners
|Essay||1||M||20||Documentary analysis/commentary of 1,000 words (including footnotes but excluding bibliography)|
|Essay||1||A||80||Extended essay of 3,000 words (including footnotes but excluding bibliography)|
Assessment Rationale And Relationship
Documentary commentary exercises and examinations test knowledge and understanding of the texts set for the module. The ability to compare and contrast related source texts on a common subject. The ability to expound and criticise a textual extract lucidly, succinctly and with relevance in a relatively brief space, and, in an exam, under pressure.
The extended essay gives students the opportunity to investigate a topic of special interest. The essay requirements acquaints students with the kind of independent research and writing skills expected with the dissertation at Year 3, including: developing a research question, investigation and synthesis of primary and secondary sources, understanding of key historiographical debates and managing an extended timeline for a project.
Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.
All Erasmus students at Newcastle University are expected to do the same assessment as students registered for a degree.
Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. This will take the form of an alternative assessment, as outlined in the formats below:
Modules assessed by Coursework and Exam:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be one essay in addition to the other coursework assessment (the length of the essay should be adjusted in order to comply with the assessment tariff); to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Modules assessed by Exam only:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be two 2,000 word written exercises; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Modules assessed by Coursework only:
All semester 1 non-EU study abroad students will be expected to complete the standard assessment for the module; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Study-abroad, non-Erasmus exchange and Loyola students spending the whole academic year or semester 2 are required to complete the standard assessment as set out in the MOF under all circumstances.