HISTORY
2013/2014 academic year
No guarantee is given that modules may not be altered, cancelled, replaced, augmented or
otherwise amended at any time.
Full Year/Teaching Periods 1 and 2 Modules
HI2102 Europe, Ireland and the Wider World I: Renaissance to Enlightenment, 1350-1750
(10 credits; Teaching Periods 1 and 2)
Day, time and venue to be confirmed
HI2103 Europe, Ireland and the Wider World II
(5 credits; Teaching Periods 1 and 2)
Day, time and venue to be confirmed
HI3200 History Seminar
(10 credits; Teaching Periods 1 and 2)
Day, time and venue to be confirmed
Autumn Semester/Teaching Period 1 Modules
HI1115F Introduction to Irish History for Visiting Students
(5 credits; Teaching Period 1)
Tuesday 6-8pm, Brookfield G02
HI1116 East and West: The Origins of European Identity
(5 credits; Teaching Period 2)
Day, time and venue to be confirmed
HI1119 The Making of the Modern Irish State
(5 credits; Teaching Period 1)
Tuesday, 12noon-1pm, Boole 4
Wednesday, 9-10 am, Boole 4
HI2034 From Celestial Empire to Collapsed Republic: China 1793-1949
(5 credits; Teaching Period 1)
Wednesday, 3-5pm, Boole 5
HI3001 Historical Debate
(5 credits; Teaching Period 1)
Tuesday, 11am-12 noon, Boole 2
1
Thursday, 12 noon-1pm, Boole 1
HI3015 The People’s Health
(5 credits; Teaching Period 1)
Tuesday, 2-3pm, O'Rahilly Bldg 132
Thursday, 10-11am, Western Gateway Bldg G13
HI3024 Northern Ireland
(5 credits; Teaching Period 1)
Wednesday, 3-5pm, Conn J5
HI3026 Irish Economic and Social History during the Union
(5 credits; Teaching Period 1)
Monday, 11am-12 noon, O'Rahilly Bldg 101
Wednesday, 12 noon-1pm, Aras na Laoi G19
HI3033 Irish Film History
(5 credits; Teaching Period 1)
Tuesday, 12 noon-2pm, West Wing 5
HI3044 International Relations I
(5 credits; Teaching Period 1)
Thursday, 4-5pm, Boole 1
HI3045 The Politics of Church and State
(5 credits; Teaching Period 1)
Wednesday, 5-7pm, West Wing 9
HI3112 International Organisations
(5 credits; Teaching Period 1)
Tuesday, 4-6pm, Boole 6
HI3116 Culture and ideology in nineteenth-century Europe (5 credits; Teaching Period 1)
Tuesday, 3-5pm, West Wing 9
HI3120 The United States and the Vietnam Wars, 1945-1975
(5 credits; Teaching Period 1)
Wednesday, 11am-12 noon, Cavanagh Pharmacy Bldg LG52
HI3127 Religion and Magic in Reformation Europe: Witches, Demons, Jews and Heretics
(5 credits; Teaching Period 1)
Monday, 5-6pm, West Wing 6
Wednesday, 2-3pm, West Wing 6
2
HI3128 Censorship in Twentieth-Century Ireland
(5 credits; Teaching Period 1)
Monday, 11am-12 noon, Cavanagh Pharmacy Bldg LG52
Wednesday, 1-2pm, O'Rahilly Bldg 101
HI3130 Saints and Sinners: Late Medieval Ireland, Culture and Context
(5 credits; Teaching Period 1)
Monday, 9-11am, O'Rahilly Bldg 244
Spring Semester/Teaching Period 2 Modules
HI1115S Introduction to Irish History for Visiting Students
(5 credits; Teaching Period 2)
Tuesday 6-8 pm, Brookfield G02
HI1118 Pilgrims and Crusaders
(5 credits; Teaching Period 2)
Day, time and venue to be confirmed
HI1122 US History since 1865
(5 credits; Teaching Period 2)
Day, time and venue to be confirmed
HI1124 Anti-Semitism in Europe from the Enlightenment to the Holocaust
Day, time and venue to be confirmed
HI1125 The Age of Extremes: Early Twentieth-Century Europe in Global Perspective
Day, time and venue to be confirmed
(5 credits; Teaching Period 2)
HI2003 Culture and Power: Renaissance Intellectual History, 1450-1650
(5 credits; Teaching Period 2)
Friday 10-11 am, Kane G18
Friday 1-2 pm, Kane G18
HI2007 War: State and Society since 1450
(5 credits; Teaching Period 2)
Tuesday 4-6 pm, Kane G18
HI2014 Women in Early Modern Europe 1500-1800
3
(5 credits; Teaching Period 2)
Monday 11am -12 noon, O'Rahilly Bldg 156
Wednesday 1-2 pm, Civil Engineering 110
HI2017 Geography and Imagination in Antiquity and the Middle Ages
Thursday 4-6 pm, West Wing 5
HI2022 The History of the Media in Ireland
(5 credits; Teaching Period 2)
Tuesday 12 noon- 2 pm, West Wing 6
HI2025 The Vikings
(5 credits; Teaching Period 2)
Monday, 4-5 pm, Windle PDT
Wednesday, 1-2 pm, Windle PDT
HI2036 Sport and Society in Modern Ireland
(5 credits; Teaching Period 2)
Monday, 10am-12 noon, Conn S3A
HI2038 The Tudors and Ireland
(5 credits; Teaching Period 2)
Monday 10-11 am, Aras na Laoi G18
Tuesday 10-11 am, West Wing 6
HI2039 History of Twentieth Century Korea
(5 credits; Teaching Period 2)
Tuesday 4-5 pm, Boole 6
Thursday 12 noon- 1 pm, Boole 5
HI2040 Soviet Communism in World Politics: From the Russian Revolution to the Cold
(5 credits; Teaching Period 2)
Tuesday 1-3pm, Western Gateway Building G08
HI2041 US Foreign Policy and the Cold War, 1943-1991
(5 credits; Teaching Period 2)
Wednesday, 4-5pm, Kane G19
HI3028 State and Economy in Independent Ireland and Europe 1922-2000
(5 credits; Teaching Period 2)
Wednesday, 11am-12noon, O'Rahilly Building 123
Friday, 11am-12noon, Boole 6
4
HI3042 Ascendancy Ireland 1690-1800 Culture and Society in the Georgian Age
(5 credits; Teaching Period 2)
Wednesday 4-5 pm, O'Rahilly Building 202
Thursday 3-4 pm, Western Gateway Building G17
HI3043 Politics, Society and the Irish Novel: from Union to Independence
(5 credits; Teaching Period 2)
Monday 10-11 am, Aras na Laoi G02
Wednesday, 11am-12 noon, Aras na Laoi G19
HI3052 From Pagans to Christians
(5 credits; Teaching Period 2)
Tuesday 10-11 am, Kane B10A
Thursday 3-4 pm, Safari/Carrigbawn Annexe
HI3082 Armadas: the Anglo-Spanish conflict, 1585-1604
(5 credits; Teaching Period 2)
Tuesday 5-6 pm, Boole 6
Wednesday 2-3 pm, West Wing 5
HI3095 European Imperialism 1450-1750
(5 credits; Teaching Period 2)
Monday 4-5 pm, West Wing 9
Tuesday 3-4 pm, West Wing 5
HI3124 Cold War China
(5 credits; Teaching Period 2)
Thursday 10 am- 12 noon, Conn S3A
HI3125 Nuclear Politics and Proliferation
(5 credits; Teaching Period 2)
Tuesday 2-4 pm, West Wing 6
HI3129 US Collective Memory, Intervention and Impact of Vietnam since 1968
(5 credits; Teaching Period 2)
Tuesday 5-6 pm, West Wing 6
HI3131 Modern Russian and Soviet History
(5 credits: Teaching Period 1)
Tuesday, 1-3 pm, Food Science Bldg 322
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HI3301 Approaches to History
(5 credits; Teaching Period 2)
Monday 3-4 pm, West Wing 6
Tuesday 11 am – 12 noon, West Wing 5
For information on building codes click on: http://timetable.ucc.ie/1314/buildingcodes.asp
HISTORY MODULE DESCRIPTIONS
The School of History has approximately 30 full-time and part-time teaching staff, and is one
of the largest Schools in the College of Arts, Celtic Studies and Social Sciences in UCC.
Undergraduate student numbers are large and growing, complemented by the highest
number of graduate research students in the College. The School attracts a very large
number of visiting students from the United States and across Europe. The School trains
students in the essential skills of the historian-work-skills and life-skills. The School offers students
a broad choice of historical approaches - social and economic history, modern diplomacy,
political ideologies, the history of law, art, religion, women, government, business and much
else besides. These specialisms reflect the research of the staff, and exciting developments in
history-writing.
The School is located across five buildings at the southern end of UCC, just off the main
campus.
Full Year/Teaching Periods 1 and 2 Modules
HI2102 Europe, Ireland and the Wider World I: Renaissance to Enlightenment, 13501750
(10 credits; Teaching Periods 1 and 2)
This module is open to students studying at UCC for the full academic year.
The course surveys the major developments in the history of Europe and the European world
from the Black Death to the Enlightenment, and places Irish history within this broader
context. It discusses the recovery of Europe after the demographic catastrophe of 1348, and
the origins and impact of the Renaissance, before later examining the Age of Discovery, the
emergence of a confessionalised Europe following the Reformation, the rise of absolutism,
and the growing global power of Europe's overseas empires. (Staff).
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On
successful
completion
of
this
module,
students
should
be
able
to:
·
Possess a good foundation knowledge of the main developments in European and
Atlantic history in the period covered
Employ library skills to prepare for assignments and research
Write analyses of the history of the period
Formulate arguments based upon evidence
Comprehend the role of political ideas, religion and economics in defining Europe
and in the creation of the early modern world
Understand the changing nature of historical interpretation both in general and in
relation to this period.
Assessment: End of Year Written Examination 160 Marks; Continuous Assessment 40 Marks
(Mid-term Assessment).
HI2103 Europe, Ireland and the Wider World II
(5 credits; Teaching Periods 1 and 2)
This module is open to students studying at UCC for the full academic year.
The course will survey the major developments in the history of Europe from the
Enlightenment and it proceeds through the French and later European political and social
revolutions, through the major changes in politics and society in the Nineteenth Century. (Dr
Andrew McCarthy; Dr Detmar Klein).
On successful completion of this module, students should be able to:
Possess a good foundation knowledge of the main developments in European and
world history in the period covered
Employ library and digital skills to prepare for assignments and research as individuals
and members of teams
Write analyses of the history of the period
Formulate arguments based upon evidence
Comprehend the role of ideas, power politics, and economics in defining Europe and
in the creation of modern world
Understand the changing nature of historical interpretation both in general and in
relation to this period.
Assessment: End of Year written examination 80 marks; Continuous assessment 20 marks
(Mid-term assessment).
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HI3200 History Seminar
(10 credits; Teaching Periods 1 and 2)
Seminars run over the full year and are only open to students studying at UCC for the full
academic year. Three places are reserved for international students in at least the third year
of their History degree programme. Places are allocated at the beginning of the academic
year by the School of History on a first-come first-served basis.
The module seeks to familiarise students with the range of tasks required for independent
historical research, with particular emphasis upon the use of original documentary evidence.
To this end special, thematic discussion sessions are organised on a range of topics in the first
semester, to introduce students to the historiography of the topic under review. Thereafter,
and following consultation with, and under the guidance of the seminar co-ordinator, the
student researches a specially-chosen topic, delivering the final conclusions in both written
and oral form. (Staff).
On successful completion of this module, students should be able to:
Demonstrate the acquisition of a body of knowledge directly related to the topic of
the seminar
Demonstrate an ability to exercise discipline specific conventions including:
identification, analysis and evaluation of key historical issues, concepts, causation,
chronology, evidence, argument, interpretation and historiography
Construct, at the appropriate level, a body of knowledge associated with the writing
of a dissertation that adheres to the discipline conventions in conjunction with the
analysis of an appropriate range of primary sources
Demonstrate an ability to carry out independent research
Identify, utilise and apply an appropriate methodology
Locate, analyse and synthesise a body of primary source material appropriate to the
topic of his/her dissertation
Demonstrate an ability to integrate a range of secondary literature incorporating the
appropriate depth and breadth of materials
Write an extended dissertation to the appropriate standard
Acquire and demonstrate the necessary skills associated with the delivery of an oral
presentation related to his/her dissertation.
Assessment: Total Marks 200: Continuous Assessment 200 marks (1 x 8,000 word dissertation
to
be
submitted
on
a
date
specified
by
the
School:
160
marks;
Seminar
Participation/Presentation of archival field work: 40 marks). It is obligatory to (a) attend at
least two-thirds of scheduled seminar classes and (b) give an oral presentation to the class
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on the research project. Both of these requirements are a pre-requisite for the submission and
marking of the seminar dissertation. Students who fail to fulfil either of these requirements will
be required to repeat the assessment in the autumn with their overall mark capped at 40%.
Autumn Semester/Teaching Period 1 Modules
HI1115F Introduction to Irish History for Visiting Students
(5 credits; Teaching Period 1; repeated in Teaching Period 2)
Special Module for Visiting Students
This is a survey course in modern Irish history, from the mid nineteenth century to the present.
The topics covered include: the Great Famine (1845-1852); emigration during and after the
Famine; the politics of post-Famine Ireland; the Irish revolutionary tradition; the Irish
democratic tradition; cultural politics in nineteenth and twentieth-century Ireland; the history
of food and material culture in Ireland; Northern Ireland. (Staff).
Assessment: Total Marks 100: 1 x 1,500 essay and 1 x 90 minute class examination to be held
at the end of the semester.
HI1119 The Making of the Modern Irish State
(5 credits; Teaching Period 1)
The lectures on modern Ireland focus primarily on the origins and development of the
independent Irish state, which emerged from the Anglo-Irish Treaty of 1921. Topics to be
discussed cover the spectrum from the Home Rule Crisis of 1912, Easter Rising and the War of
Independence, through the rise of Fianna Fáil and Irish neutrality during the Second World
War, to consideration of Ireland’s role in international affairs, particularly the European Union.
General themes on economic, social and political history will form part of this introductory
survey of modern Ireland. Active participation and discussion is a feature of the class
tutorials, and a number of guest lecturers offer insights into specific aspects of the period as a
whole. (Dr Andrew McCarthy; Mr Rory O’Dwyer).
Assessment: Total marks 100: 1 x 2,000 word essay due at mid-term: 30 marks and 4,000 word
essay due at end of Teaching Period 1: 70 marks.
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HI2034 From Celestial Empire to Collapsed Republic: China 1793-1949
(5 credits; Teaching Period 1)
This module will chart the political, social and intellectual changes that took place in China in
the 19th and early 20th centuries. It will examine the causes of the fall of the Qing Empire,
and analyse the characteristics of the Republic of China that replaced it. (Staff).
On successful completion of this module, students should be able to:
· Identify the key figures in Chinese history in this period
· Explain the origins of the crises that befell the Qing Empire
· Appraise the role of foreign powers and ideas in the collapse of the Qing Empire
· Describe the changes in Chinese society from 1800 to 1937
· Assess the importance of Chinese nationalism as a force during this period
· Explain the rise of the Nationalist Party in Chinese politics.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 4000 word essay to be
submitted on a date specified by the School: 80 marks. Mid-Term Assessment: 20 marks).
HI2105 Case Studies in Research Skills
(5 credits; Teaching Period 1)
Lecturers are assigned a small group (if possible, no more than 15 per group) for intensive
tuition in historical sources and methods. The core of this module will be an historiographical
and methodological study of a major historical work, and/or of the work of a major historian,
and/or a set of sources. (Staff).
On successful completion of this module, students should be able to:
· Explain the historiographical and methodological significance a major historical work,
and/or of the work of a major historian, and/or a set of sources
· Relate this work, historian or sources to relevant historical issues, concepts, dates, figures,
evidence and historiographical debates
· Demonstrate an ability to engage in a critical textual analysis of the work, historian or
sources
· Acquire and apply a range of skills associated with research, writing, analysis, argument,
evaluation of sources and historiography to produce a mid-length critical essay at the
appropriate level
· Effectively deliver a short oral presentation related to his/her essay
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Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 3,000 word Critique to be
submitted on a date specified by the School : 80 marks; 1 x Oral Presentation : 20
marks). Completion of oral presentation is a prerequisite for acceptance of critique.
HI3001 Historical Debate
(5 credits; Teaching Period 1)
This module offers a critique of the nature of historical debate through examining a number
of major debates, relating mainly, but not necessarily exclusively, to Irish history. (Staff).
On successful completion of this module the students should be able to:
Demonstrate engagement with the historiography related to key debates in both
international and Irish history
Appreciate the nature of historical debate through engagement with the
historiographical contributions surrounding the debates covered
Critically analyse a variety of historical contributions
Present a concise summary in essay and examination answer format of a number of
complex and wide-ranging historical debates
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 4,000 word essay to be
submitted on a date specified by the School: 80 marks; mid-term assessment: 20 marks).
HI3015 The People's Health
(5 credits; Teaching Period 1)
This module explores the nature and extent of poverty and illness in modern Ireland; famine
and famine-related diseases; concepts of disease causation and diffusion; the impact and
consequences of epidemics, especially fever and cholera; the medical response to these
phenomena, especially the evolution of voluntary hospitals and other medical charities. (Dr
Larry Geary).
On successful completion of this module students should be able to:
Outline the social history of medicine in Ireland from the eighteenth to the twentieth
centuries
Trace the evolution and development of medical institutions in Ireland
Analyse the history of insanity and the insane in Ireland
Identify disease epidemics in Ireland from the eighteenth to the twentieth centuries
Question the relationship between famine and disease
Identify links between poverty and illness
Evaluate concepts of disease causation and diffusion.
Assess the historiography of the social history of medicine in Ireland
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Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 4,000 word essay to be
submitted on a date specified by the School: 80 marks; mid-term assessment: 20 marks).
HI3024 Northern Ireland
(5 credits; Teaching Period 1)
The module deals with the history of Northern Ireland from its foundation to the present day. It
is designed to introduce students to the principal areas of debate regarding developments
within the area, focusing on the social and economic as well as the political and religious
dimensions of the region's history. (Mr G. Doherty).
By the end of this module the learner is expected to:
Be able accurately to demonstrate knowledge on the historical evolution of the Ulster
question, and on the development of Northern Ireland since its creation
Relate within these specific topics the relevant key historical issues, concepts, dates,
figures, evidence and historiographical debates
Communicate in writing effectively and to present work in a manner that conforms to
scholarly conventions and subject conventions.
Construct a relevant argument in response to specific questions that demonstrates an
adequate use of evidence and a selection of historical interpretations.
Review competently a significant work on the history of Northern Ireland.
Demonstrate the ability to work independently under the constraints imposed by the
component of assessment.
Assessment: Continuous Assessment 100 marks (1 x 4,000 word essay to be submitted on a
date specified by the School: 80 marks; mid-term assessment: 20 marks).
HI3026 Irish Economic and Social History during the Union
(5 credits; Teaching Period 1)
This option broadly traces social and economic change in Ireland during the period of the
Union. Themes examined include the decline of landlordism and the rise of the middle class,
the labour movement, diet, the British Army, religion, print culture, the fishing industry and
cultural nationalism, emigration and demography, the transport revolution, poverty, industrial
development, World War I and the transition years 1918 -1922. (Dr A. Bielenberg).
On successful completion of this module, students should be able to:
Acquire a knowledge of the major historical debates in Irish economic history during
the Union.
12
Put the Irish experience in a wider European and global comparative context.
Acquire a knowledge of the methods applied in different branches of historical
research (economic, social, gender related, historical geography, anthropology,
politics, local history).
Identify and utilise appropriate sources.
Organise complex historical information in coherent narrative form, utilising research
results, with reference to the canons of the discipline.
Synthesize information generated from research in a structured format which
incorporates coherent evaluation which can be clearly presented in a short and
medium length essay.
Assessment: Continuous Assessment 100 marks (1 x 4,000 word essay to be submitted on a
date specified by the School: 80 marks; mid-term assessment: 20 marks).
HI3033 Irish Film History
(5 credits; Teaching Period 1)
This module will link thematically the recurring narrative motifs in Irish cinema and the
cinemas of the Irish diaspora. The dominant presence of Irish history and politics in cinematic
images of Ireland and the Irish will also be assessed. (Dr F. Doyle-O’Neill).
On successful completion of this module, students should be able to:
Trace the origins of cinema in Ireland
Assess the differing representations of the War of Independence in the films Irish
Destiny, The Dawn, Guests of the Nation
Discuss the cultural implications of Odd Man Out and The Quiet Man
Evaluate the role of Landscape as a character in Irish cinema
Assess the contribution of Irish Independent filmmakers such as Pat Murphy and Bob
Quinn in Ireland's filmography
Explore the contrasting perspectives of filmmakers Neil Jordan and Jim Sheridan
Discuss the representation of "Irishness" on screen
Locate the place of Irish cinema within world cinema
Evaluate the future of Irish cinema in an increasingly commercial market place.
Assessment: Continuous Assessment 100 marks (1 x 4,000 word essay to be submitted on a
date specified by the School: 80 marks; mid-term assessment: 20 marks).
HI3044 International Relations I
(5 credits; Teaching Period 1)
This module surveys the relationship between the US and the USSR from the breakdown of the
wartime alliance and the origins of the Cold War until the 1990s. Particular attention is paid to
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the relationship between the superpowers at times of crises. Case studies include Western
Europe, the Marshall Plan and European Integration, the Cold War in Latin America and
South East Asia, the Cuban Missile crisis and select examples of US and Soviet intervention in
the Third World with particular reference to Central America. (Staff).
On successful completion of this module, students should be able to:
Apply various theories of international relations to the post-war world
Describe the relationship between decolonisation and the Cold War
Evaluate the ideological basis of US foreign policy
Integrate the historical, ideological and political legacy of Cold War international
relations into the contemporary security climate
Assessment: Continuous Assessment 100 marks (1 x 4,000 word essay to be submitted on a
date specified by the School: 80 marks; reading responses: 20 marks).
HI3045 The Politics of Church and State
(5 credits; Teaching Period 1)
This course examines selected themes in the history of church-state relations and focuses on
the role of the churches in the political, social, educational and cultural life of the country.
The lectures will also examine the question of tolerance in Irish society with particular
reference to three case studies. (Dr Andrew McCarthy).
On successful completion of this module, students should be able to:
Acquire a critical awareness of specific issues of Church-State relations in modern
Ireland
Understand the role of religious minorities in Irish society
Examine the relevant legislation governing church/state relations in Ireland
Evaluate the main church/state crises in twentieth-century Ireland
Communicate effectively in writing, presenting work in a manner that conforms to
scholarly conventions and subject conventions
Construct relevant arguments, demonstrating adequate use of evidence
Locate, gather, sift and synthesise an adequate body of source material
Acquire the skill to work independently for the completion of a 4000 word written
assignment, meeting deadline and constraints of word limit.
Assessment: Continuous Assessment 100 marks (1 x 3,000 word essay to be submitted on a
date specified by the School: 60 marks; in-class test: 40 marks).
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HI3112 International Organisations
(5 credits; Teaching Period 1)
The UN and its precursor, the League of Nations, sit at the centre of a diverse web of
international organisations, which fulfil key roles in the world. This module looks at the
ideological and historical background of these organisations, their emergence and
evolution, the range of their functions and the manner in which they operate in war and
peace. It will cover the full range of international organisations from the UN and the WTO
through emerging regional bodies, humanitarian NGOs like the Red Cross and Medecins
Sans Frontieres and sporting and cultural organisations like FIFA. (Dr Mike Cosgrave).
On successful completion of this module, students should be able to:
Demonstrate the acquisition of a body of knowledge directly related to the history
and operation of International Organisations
Demonstrate an ability to exercise discipline specific conventions including:
identification, analysis and evaluation of key historical issues, concepts, causation,
chronology, evidence, argument, interpretation and historiography
Construct, at the appropriate level, a body of knowledge associated with the writing
of papers that adheres to the discipline conventions in conjunction with the analysis
of an appropriate range of primary sources
Apply the skills of the historian to analysing the full range of contemporary sources
which bear on the operation of International Organisations
Demonstrate an ability to carry out collaborative research
Locate, analyse and synthesise a body of primary source material appropriate to the
topic of his/her work
Demonstrate an ability to integrate a range of secondary literature incorporating the
appropriate depth and breadth of materials
Collaboratively write documents analysing issues on the agenda of International
Organisations
Acquire and demonstrate the necessary skills associated with participation in a
simulation of an International organisation at work
Assessment: Continuous Assessment 100 marks (1 x 4,000 word essay to be submitted on a
date specified by the School: 80 marks; mid-term assessment: 20 marks).
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HI3116 Culture and Ideology in Nineteenth-Century Europe
(5 credits; Teaching Period 2)
Emphasis will be laid on select case studies including Germany, France and Italy. (Dr Detmar
Klein).
On successful completion of this module, students should be able to:
Recount the most important facts of the history of the major European countries in the
'long nineteenth century' (1789-1914), with a special focus on France and Germany
(including Austria)
Discern the key concepts of culture, civilization, and ideology
Analyse the major political and cultural ideas (from the Enlightenment until the
beginning of the twentieth century) and assess their repercussions in the political
arena
Illustrate the topics of the course's selected case studies
Outline the major tenets of the relevant historiographical debates in the context of
the selected case studies
Construct an argument that is backed up with evidence and includes, if relevant, a
selection of historical interpretations
Locate, assess and synthesise an adequate amount of secondary source material,
and (if relevant and accessible) analyse primary source material
Present work in a scholarly manner and show an ability to think critically and
creatively.
Assessment: Continuous Assessment 100 marks (1 x 4,000 word essay to be submitted on a
date specified by the School: 80 marks; mid-term assessment: 20 marks).
HI3120 The United States and the Vietnam Wars, 1945-1975
(5 credits; Teaching Period 1)
This module will investigate the origins, evolution and conclusion of the US involvement in the
Vietnam Wars, 1945 to 1975. It will examine US co-operation with French occupation, the
division of Vietnam in 1954, the growing commitment to South Vietnam. It will analyse US
relations with a host of regional and international protagonists. It will analyse US policy, the
impact of war in Vietnam, the US and international arena. Finally, it will examine the phased
process of Vietnamization and withdrawal. (Dr D. Fitzgerald).
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On successful completion of this module, students should be able to:
· Interpret, analyse and assess US involvement in the Vietnam Wars
· Demonstrate a knowledge (through essay writing and examination) of the issues, evidence
and arguments on the Vietnam Wars
· Explain the US policy process and basis for the various decisions taken by the US
administrations
· Demonstrate an ability to creatively search for sources and analyse the methods used by
historians of this topic
· Demonstrate an understanding of the main historiographical approaches to the subject
and use the electronic archival material available
· Communicate in writing effectively and present work in a manner which conforms to
scholarly and subject conventions
· Construct a relevant argument that demonstrates an adequate use of evidence and a
selection of historical interpretations
· Locate, gather, sift and synthesise an adequate body of source material
· Demonstrate the ability to work independently under the constraints imposed by the
components of assessment, for example: word limit, time limit and deadlines
Assessment: Continuous Assessment 100 marks (1 x 3,000 word essay to be submitted on a
date specified by the School: 70 marks; document analysis: 20 marks; literature review: 10
marks).
HI3127 Religion and Magic in Reformation Europe: Witches, Demons, Jews and
Heretics
(5 credits; Teaching Period 1)
Despite the prominence of secular thought in the Renaissance, early-modern Europe was
repeatedly swept by rumours and conspiracies about the end of the world. These fuelled
increasingly intense and wide-spread efforts to hunt down witches and heretics or to
persecute the Jews, who were believed to be bound by a demonic pact to pervert the
Church. The advent of the Reformation served only to magnify the sense that Christendom
was under siege and that Armageddon was near. This course examines the increased
frequency of exorcisms, witch trials, pogroms and persecutions – and the attempts of church
leaders to regulate them – in order to explain the fanaticism of early-modern Europe, its
battle with ‘superstition’, and the gradual backlash of scepticism, materialism, and
intolerance of religious ‘enthusiasm’ that slowly unfolded into the Enlightenment. (Dr Jason
Harris).
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On successful completion of this module, students should be able to:
Demonstrate understanding of the origins and development of the Reformation
Describe the historiographical trends relevant to this topic
Locate, gather, sift and synthesise an adequate body of secondary literature relevant
to the topic
Identify and evaluate primary source materials in the light of the thematic concerns
of the course
Construct and communicate appropriately a relevant argument that demonstrates
an adequate use of evidence and the exercise of historical judgement
Work independently under the constraints of disciplinary norms, word limit and
deadlines
Assessment: Continuous Assessment 100 marks (1 x 4,000 word essay to be submitted on a
date specified by the School: 80 marks; mid-term assessment: 20 marks).
HI3128 Censorship in Twentieth-Century Ireland
(5 credits; Teaching Period 1)
This course examines key themes and events in the history of twentieth-century Irish
censorship, from 1900 to independence and partition, and in the two Irish states after1922. It
covers the two main strands of censorship
cultural/moral and political/security
as they
have related to literature and periodicals; film and theatre; and newspapers, radio and
television. It will end with an examination of current issues, with a particular focus on the
challenges posed by the internet and information technologies. (Dr Donal. Ó Drisceoil).
On successful completion of this module, students should be able to:
Show a critical knowledge of the historiography of Irish censorship
Demonstrate detailed empirical knowledge of one of the major topics or themes in
the history of 20th-century Irish censorship
Understand the evolving legislative framework of Irish censorship
Communicate an understanding of the practical and symbolic role of censorship in
the changing political, social and cultural dynamics of 20th-century Ireland
Compare and contrast the operation of censorship in pre-independent Ireland, the
Free State/Republic and Northern Ireland
Place the historical Irish censorship experience in a comparative international context
Demonstrate the ability to work independently under the constraints imposed by the
assessment demands
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Assessment: Continuous Assessment 100 marks (1 x 4,000 word essay to be submitted on
a date specified by the School: 80 marks; mid-term assessment: 20 marks).
HI3130 Saints and Sinners: Late Medieval Ireland, Culture and Context (5 credits;
Teaching Period 1)
The module analyses late medieval material culture (painting, sculpture, architecture) as well
as literary works (poetry, sermons, travel accounts) in Ireland and abroad. It examines Irish
culture as an expression of contemporary political, religious and artistic concerns. Topics
covered include: disputes over poverty and materiality, concepts of sacred space and time,
female piety and patronage, the cult of the saints, preaching and morality, views on Islam
and the role of mendicant friars. (Dr Malgorzata Krasnodebska-D’Aughton).
On successful completion of this module, students should be able to:
Identify and define common characteristics between Irish and continental late
medieval culture.
Assess the significance of medieval culture as expression of political, religious and
artistic concerns of
the period.
Interpret cultural products (texts and images) as sources of historical evidence.
Analyse and compare different types of historical evidence.
Critically assess different historical sources both visual and written.
Carry out an independent library-based research.
Continuous Assessment 100 marks (1 x 4,000 word essay to be submitted on a date
specified by the School: 80 marks: mid-term assessment to be submitted on a date specified
by the School).
Spring Semester/Teaching Period 2 Modules
HI1115S Introduction to Irish History for Visiting Students
(5 credits; Teaching Period 2; also offered in Teaching Period 1)
Special Module for Visiting Students
This is a survey course in modern Irish history, from the mid nineteenth century to the present.
The topics covered include: the Great Famine (1845-1852); emigration during and after the
Famine; the politics of post-Famine Ireland; the Irish revolutionary tradition; the Irish
19
democratic tradition; cultural politics in nineteenth and twentieth-century Ireland; the history
of food and material culture in Ireland; Northern Ireland. (Staff).
Assessment: Total Marks 100: 1 x 1,500 essay and 1 x 90 minute class examination to be held
in final week of semester.
Please note that H11118, HI1122, HI1124 and HI1125 may not be taken together.
HI1116 East and West: The Origins of European Identity
(5 credits; Teaching Period 2)
This course examines the emergence of a distinctively European civilisation in the centuries
between the fall of the western Roman Empire and the First Crusade. Our geographical
focus ranges from Ireland to Russia and the Middle East. We explore the Roman Empire’s
legacy and the transformation of the Germanic and Irish Barbarian invaders through contact
with Roman culture and Christianity. We look at attempts to revive the Roman Empire in
Europe and a new Barbarian threat: the Vikings. We explore the rise of Islam and ask whether
there was a ‘clash of civilisations’ between the Islamic East and a rapidly expanding West
culminating in the First Crusade. Using visual images and translations of original sources, we
also examine the ideals and realities of life for people in the Middle Ages: we look at their
attitudes to war, work and religion. (Dr Damian Bracken; Dr Malgorzata KrasnodebskaD’Aughton; Dr Diarmuid Scully).
Assessment: End of Year Written Examination; Continuous Assessment.
HI1118 Pilgrims and Crusaders
(5 credits; Teaching Period 2)
This module explores early encounters between Christianity, Islam and Judaism in the context
of pilgrimage and holy war. (Dr Damian Bracken; Dr Malgorzata Krasnodebska-D’Aughton;
Dr Diarmuid Scully).
Assessment: End of Year Written Examination; Continuous Assessment.
HI1122 US History since 1865
(5 credits; Teaching Period 2)
‘US History since 1865' will provide first year students with an introduction to the key events,
ideas, and movements that shaped US history from the years 1865 to 2008. It will explore the
relationships between culture and politics, foreign and domestic policies, and how the
United States interacted with the world around it. This course will move from an examination
of post-Civil War Reconstruction and the socioeconomic transformations of westward
expansion and industrialisation, to the transition from isolationism to super-power from World
20
War I to the Cold War, to consider the ‘unipolar moment’ when, after the collapse of the
Soviet Union, the US seemingly stood alone in the world in terms of its power and prestige.
Key areas: Reconstruction; industrialization; immigration; expansion and Empire; World War II,
the Cold War and the emergence of a superpower; the struggle for Civil Rights; dissent and
protest movements; the post-Cold War world: the unipolar moment and the debate over
American decline. (Professor David Ryan and Dr David Fitzgerald).
Assessment: End of Year Written Examination; Continuous Assessment.
HI1124 History of Anti-Semitism in Europe
(5 credits; Teaching Period 2)
This course analyses the development of 'Jew-hatred' and anti-Semitism from the sixteenth
century right up to the Holocaust, with a particular focus on the nineteenth century and on
Nazism and the Third Reich. Whilst providing a general overview the course will look at a
variety of primary source material. (Dr Detmar Klein).
HI1125 The Age of Extremems: Early Twentieth-Century Europe in Global Perspective
(5 credits; Teaching Period 2)
It will focus on the ideas, influences, institutions, and individuals of the era, and explore the
connections between events within Europe and the world outside. Key topics will include
imperialism, nationalism, revolution, Marxism, authoritarianism, militarism, democracy,
emancipation, World Wars, civil wars, interventions, markets, and modernity. (Prof. Geoff
Roberts).
On successful completion of this module, students should be able to:
Show knowledge of specific themes in the history of modern Europe
Accurately to demonstrate knowledge in specific topics within the history of modern
Europe
Relate within these specific topics the relevant key historical issues, concepts, dates,
figures, evidence and historiographical debates
Communicate in writing effectively and to present work in a manner that conforms to
scholarly conventions and subject conventions
Construct a relevant argument that demonstrates an adequate use of evidence and
a selection of historical interpretations
Locate, gather, sift and synthesise an adequate body of source material
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Demonstrate the ability to work independently under the constraints imposed by the
component of assessment, for example: word limit, time limit and deadlines
Think critically and creatively and to bring the necessary skills to their assessed work in
this module.
Assessment: End of Year Written Examination 70 marks; Continuous Assessment 30 marks (1 x
2,000word essay to be submitted on a date specified by the School).
HI2003 Culture and Power: Renaissance Intellectual History, 1450-1650
(5 credits; Teaching Period 2)
This course seeks a deeper insight into the Renaissance and Reformation period by looking at
examples of art, literature, architecture, music and science. Topics include: the iconography
of piety; the new information technology of printing (which facilitated not only diffusion of
knowledge but also questioning of received knowledge); new learning and new theologies;
the similarities in the Protestant and Catholic Reformations (attacking popular culture,
enforcing social control, domesticating women); the consolidation of anciens regimes. (Dr
Hiram Morgan).
On successful completion of this module, students should be able to:
Identify the major intellectual and cultural developments of Renaissance and
Reformation period
Relate the evidence presented in the Culture and Power course to the relevant
chronology and historiographical debates
Communicate in writing effectively and to present work about the Culture and Power
course in a manner that conforms to scholarly conventions and subject conventions
Construct a relevant argument about the Culture and Power course that
demonstrates an adequate use of evidence and a selection of historical
interpretations
Locate, gather, sift and synthesise source material presented during the Culture and
Power
Work independently on the Culture and Power course under the constraints imposed
by the component of assessment, for example: word limit, time limit and deadlines
Think critically and creatively about the Culture and Power course so as to bring the
necessary skills to their assessed work in this module
Assessment: Total Marks 100: End of Year Written Examination 80 marks; Continuous
Assessment 20 marks (Mid-term Assessment).
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HI2007 War: State and Society since 1450
(5 credits; Teaching Period 2)
The module will survey war in history since the 'gunpowder revolution'. It will look at changes
in the theory and practice of war; the relationship between war and the state; the ending of
private wars within the state; the impact of new technology on war, and on the
development of the state; war and society, and war as a key focus in relationships between
states. (Dr Mike Cosgrave).
On successful completion of this module, students should be able to:
Demonstrate an accurate knowledge of the major developments in military history
since 1450 by deploying this information in examination answers and coursework
Demonstrate an ability to engage in online, reflective discussion of issues relating to
the course
Demonstrate
a
knowledge
of
the
central
historiographical
debates
and
methodologies of military history and how they to the relevant historical issues,
concepts, dates, figures, and evidence by deploying these concepts and methods in
examination answers and coursework
Locate, analyse and synthesise a body of primary and secondary source material
appropriate to the field
Acquire the necessary skills and abilities associated with studying the context and
conduct of warfare
Acquire and apply a range of skills associated with research, writing, analysis,
argument, evaluation and historiography to participate in individual and group work
associated with active analytic military history
Acquire and demonstrate the necessary skills associated with writing clear and
comprehensive essays
Acquire and apply a range of skills associated with research, writing, analysis,
argument, evaluation and historiography to participate in individual and group work
associated with active analytic military history
Assessment: Total Marks 100 (Portfolio of work of up to 6-12 items, equivalent to about 6,000
words in extent. This may include reflective journal, participation in online discussions, essay
plans and drafts, peer critiques, short essays and other materials).
HI2014 Women in Early Modern Europe 1500-1800
(5 credits; Teaching Period 2)
This module will examine aspects of the lives of women of all classes in the context of major
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socioeconomic, political and cultural changes of the early modern period. Particular
attention will be paid to key areas such as work, marriage, childbirth, education and
changing notions of the ‘ideal woman’. (Dr Clare. O’Halloran).
On successful completion of this module, students should be able to:
· Evaluate the impact of broad historical trends on the lives of women in the period
· Summarise the implications of class structure for women's life experiences
· Apply the methods of gender history to the study of the period
· Discuss recent writings in the field
· Analyse original documents from the period
∙ Recognise the dangers of anachronistic thinking in the study of the past
Assessment: Total Marks 100: End of Year Written Examination 80 marks; mid-term assessment
to be submitted on a date specified by the School: 20 marks.
HI2017 Geography and Imagination in Antiquity and the Middle Ages
(5 credits; Teaching Period 2)
This module investigates how Ancient and Medieval people viewed the world in which they
lived. Did they believe the earth was flat? What existed beyond the known world? What lay
in oceans beyond Ireland? The module will address these and other issues by examining a
variety of Graeco-Roman and Medieval sources. Particular attention will be given to ideas
concerning Ireland, Britain and the Atlantic, and the influence of mythology, political
ideologies and Christian teaching on geographical thought. (Dr Diarmuid Scully).
On successful completion of this module, students should be able to:
Identify the key themes and issues underlying the Medieval conceptualisation of
world-geography
Relate Medieval geographical thought to its Classical and Judaeo-Christian heritage
Construct a detailed analysis and assessment of relevant textual and visual source
material
Construct a sustained argument about particular ideas or topics addressed in the
course concerning Medieval geographical thought
Demonstrate an ability to carry out independent library-based research
Employ discipline-specific conventions for the representation of evidence and the
formulation of an argument
Communicate their ideas in essay and exam question form
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Construct an evidence-based argument founded upon analysis of textual and visual
sources and consideration of secondary literature
Demonstrate the appropriate level of critical judgement in the assessment of
historical problems
Assessment: Total Marks 100: End of Year Written Examination 80 marks; mid-term assessment
to be submitted on a date specified by the School: 20 marks.
HI2022 The History of the Media in Ireland
(5 credits; Teaching Period 2)
This module explores the history of the print media, the development of local radio and the
evolution of a national television station. This module will develop an analysis of the
relationships of these different media with the political and social institutions of our time, and
the implications of these relationships for modern Ireland. (Dr Finola Doyle-O'Neill).
On successful completion of this module students should be able to:
Evaluate, through the medium of a 1,500 word assessment, the influence of a media
outlet in their locality
Recognise the diminution of the power of the press in Ireland
Assess the different remits of public service broadcasting and commercial
broadcasting
Discuss the role of television in the creation of a national culture
Explore the significance of the television talk show The Late Late Show
Discuss the importance of television soap operas such as The Riordans, Glenroe and
Fair City
Assess and contextualize the complexities of the media portrayal of Northern Ireland
Select films which have impacted on the representation of the Irish on screen
Assess the political and cultural role of the media in Ireland
Assessment: Total Marks 100: End of Year Written Examination 80 marks; Continuous
Assessment 20 marks (Mid-term Assessment).
HI2025 The Vikings
(5 credits; Teaching Period 2)
The general history of the Vikings outside their Scandinavian homeland and especially their
activities in the West; the impact of the Vikings on Britain and Ireland; the political and
economic results of that impact, and the consequence of cultural interaction between the
Vikings and their hosts, especially in the later Viking period. (Staff)
On successful completion of this module, students should be able to:
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Be aware of the general history of the Vikings from the eighth to the twelfth centuries
Assess the impact of their expansion into Western Europe, as well as possible
motivations for their migratory activity
Develop an understanding of the material culture associated with Viking settlement
in Scandinavia, Ireland and Britain
Examine the primary historical documents and the conventions they deploy in their
presentation the Vikings
Demonstrate an awareness of the modern historiography of Viking studies, as well as
a capacity to interpret Viking history objectively
Critically interpret Viking material culture and the literary sources for Viking history
Carry out independent library-based research relating to the Vikings
Employ discipline specific conventions for the representation of evidence and the
formulation of an argument
Assessment: End of Year Written Examination 80 marks; Continuous Assessment 20 marks
(mid-term assessment to be submitted on a date specified by the School).
HI2036 Sport and Society in Modern Ireland
(5 credits; Teaching Period 2)
This module investigates the evolution of sporting practices and organisations in Ireland from
the second half of the nineteenth century to date. It focuses in particular (but not exclusively)
on the major sporting codes on the island, with special emphasis upon their structures of
governance, evolution in playing styles, and their social, political, cultural and economic
ethos, placing these developments within the context of wider changes in Irish society. (Mr
Gabriel Doherty; Staff).
On successful completion of this module, students should be able to:
Convey a mature comprehension of how sport changed from an informal leisure
pursuit to an organised, codified pastime in Ireland
Demonstrate a sound working knowledge of the histories of Ireland’s major sporting
organisations
Exhibit an understanding of how sport played a significant role in people’s lives in
Ireland during the period in question
Identify the major events in modern Irish sporting history
Make manifest a clear knowledge of the means by which sport was used to further
certain social, political or cultural ideas in Ireland
Identify the process by which sport became increasingly commercialised
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Demonstrate a familiarity with recent writings on the subject.
Assessment: End of Year Written Examination 80 marks; Continuous Assessment 20 marks
(mid-term assessment to be submitted on a date specified by the School).
HI2038 The Tudors and Ireland
(5 credits, Teaching Period 2)
This module examines the various ways in which the Tudor monarchs attempted to
incorporate Ireland into a more centralised English state, experimenting with strategies of
aristocratic 'self rule', administrative reform, colonisation, military occupation, and conquest.
Special emphasis will be placed on Ireland as a security problem in English foreign policy,
and how this was exacerbated first by ethnic and cultural differences (English Vs Gaelic) and
later by religious discord (Protestant Vs Catholic). (Dr Dave Edwards).
On successful completion of this module, students should be able to:
Possess a good foundation knowledge of the main developments in Irish, English and
wider British history in the period covered
Employ library skills to prepare for assignments and research
Write analyses of the history of the period
Formulate arguments based upon evidence
Appreciate the role of differing concepts of sovereignty, civilisation, territoriality and
religion in the forging of a new Anglo-Irish and 'British' political order during the
sixteenth century
Appreciate the changing nature of historical interpretation both in general and in
relation to this period
Assessment: Total marks 100: End of Year Written Examination 80 marks; Continuous
Assessment 20 marks (Mid-term Assessment).
HI2039 History of Twentieth Century Korea
(5 credits; Teaching Period 2)
This module will introduce students to the turbulent history of Korea in the Twentieth Century:
Japanese Colonialism, independence, the Korean War and a divided peninsula, military
dictatorships, and the road to economic development and democracy. (Dr Kevin Cawley).
On successful completion of this module, students should be able to:
Demonstrate an understanding of the various topics studied in this course
Assess the legacy of the colonial period and the Korean War
Describe the economic development of Korea and its social outcomes
Analyse the movement for democracy in South Korea.
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Assessment: Total marks 100: End of Year Written Examination 80 marks; Continuous
Assessment 20 marks (Mid-term Assessment).
HI2040 Soviet Communism in World Politics: From the Russian Revolution to the Cold
War
(5 credits, Teaching Period 2)
This module will provide a broad survey of Soviet foreign relations and Soviet communism as
an international movement from the Russian Revolution to the outbreak of the Cold War. It
will review and assess the new evidence on, and new interpretations of, Soviet foreign policy
decision-making, including within the international communist movement. (Staff).
On successful completion of this module, students should be able to:
Define and outline the key concepts informing historical discussion of the main
themes and controversies of the history of Soviet foreign policy and Soviet
communism from the Russian Revolution to the outbreak of the Cold War
Present a warranted interpretation of selected Soviet source material
Demonstrate detailed empirical knowledge of one of the major topics in the history of
Soviet foreign policy and Soviet communism as an international movement
Explain the key historiographical interpretations relevant to this topic
Deploy relevant sources in order to assess the methods and arguments of historians in
relation to their chosen topic
Construct and communicate effectively a relevant argument that demonstrates
adequate use of evidence and of a selection of historical interpretations
Demonstrate the ability to work independently under the constraints imposed by the
components of assessment, for example: word limit, time limit and deadlines
Assessment: Total marks 100: End of Year Written Examination 80 marks; Continuous
Assessment 20 marks (Mid-term Assessment).
HI2041 US Foreign Policy and the Cold War, 1943-1991
(5 credits; Teaching Period 2)
The module will examine the formation of US foreign policy from the origins of the Cold War
through to the fall of the Berlin Wall and the collapse of the Soviet Union. It will examine the
division of Europe and the superpower diplomacy that attended the bipolar configuration of
power. It will also examine the formation of alliances from the Rio Pact, NATO and SEATO. It
28
will study the evolution of the Cold War from the European centre out towards the Third
World. Hence regional wars and conflicts such as the Korean War, Guatemala and Iran, the
Vietnam Wars, Central American and Middle Eastern conflicts will be investigated.
The superpower crises such as the Cuban Missile Crisis and others will be studied in the
context of the significant global changes of the late twentieth century. Finally, the period of
détente, superpower summitry and the end of the Cold War will be studied. (Prof. David
Ryan).
On successful completion of this module, students should be able to:
Accurately to demonstrate knowledge in [three or more] specific topics on US foreign
policy and the cold war
Relate (within the specific topics) the key historical issues, concepts, dates, figures,
evidence and historiographical debates, within the context of US foreign policy and
the Cold War
Outline the continuities and changes in US foreign policy during the Cold War
Demonstrate an ability to critically examine and analyse the interaction of US Cold
War policy and other US regional policies
Demonstrate a basic understanding of the three main historiographical approaches
to the subject: Orthodox, Revisionist and post-revisionist interpretations
Demonstrate an ability to creatively search for sources and analyse the methods
used by historians of this topic
Locate, gather, sift and synthesise an adequate body of source material
Construct a relevant argument that demonstrates an adequate use of evidence and
a selection of historical interpretations
Work independently through the blended learning components.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 3000 word essay to be
submitted on a date specified by the School: 70 marks; 1 x 1000 word analytical wiki entry &
1 x 1000 word source or book review: 20 marks; 1 x 1000 word critique of one of the wiki
entries: 10 marks.
HI3028 State and Economy in Independent Ireland and Europe 1922-2000
(5 credits; Teaching Period 2)
This module traces economic transformation and its social impact from Independence down
to the present day, focusing on how the state has attempted to influence economic
development. The module follows the shift in Ireland's international trading relationship from
the inter war years when trade with Britain predominated, through the growing influences of
29
Europe and the USA since the Second World War. The module also examines the social
impact of industrial development and urbanisation since the 1960's, with an emphasis on
social stratification. (Dr Andy Bielenberg).
On successful completion of this module, students should be able to:
Interpret debates in Irish economic history in relation to independent Ireland since
1922
Evaluate the Irish experience in a wider European and global comparative context
Employ methods utilised by different branches of historical research (economic,
social, gender related, historical geography, local history)
Identify and analyse appropriate sources
Organise complex historical information in coherent narrative form, utilising research
results, with reference to the canons of the discipline
Identify connections between recent economic development and economic
policies implemented in the past
Synthesize information generated from research in a structured format which
incorporates coherent evaluation, which can be clearly presented in a short essay
and an examination
Assessment: Total Marks 100: End of Year Written Examination 80 marks; Continuous
Assessment 20 marks (Mid-term Assessment).
HI3042 Ascendancy Ireland 1690-1800: Culture and Society in the Georgian Age
(5 credits; Teaching Period 2)
The Irish Protestant political and social elite presented a facade of stability and permanence
during the 18th century, symbolised by the grand public buildings and private dwellings that
they erected. This module focuses on the challenges and opportunities presented by their
position as a tiny but politically all-powerful minority in a country that was overwhelmingly
Catholic. Topics include their changing sense of identity and its cultural expression, their
relations with government in London and with the rising middle classes who began agitating
for a share of political power. The module also includes a field trip. (Dr Clare O’Halloran).
On successful completion of this module, students should be able to:
Identify key characteristics of Ascendancy culture of the time
Recognise the forces promoting stability and instability in the period
Evaluate the importance of international as well as national factors in political and
cultural change in eighteenth-century Ireland
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Analyse original documents from the period
Demonstrate a familiarity with recent writings in the field
Assessment: Total Marks 100: End of Year Written Examination 80 marks; Continuous
Assessment 20 marks (Mid-term Assessment).
HI3043 Politics, Society and the Irish Novel: from Union to Independence
(5 credits; Teaching Period 2)
Major Irish writers from union to independence. This module examines novels as historical
sources, as well as the social, political and cultural contexts in which they were written. It
explores the influences on and objectives of novelists, taking into account intended
audiences and readers' reactions. Themes covered include identity, nationality, conquest,
colonisation and dispossession, and history and memory. Texts to be decided. (Mr Rory
O’Dwyer).
On successful completion of this module students should be able to:
Discuss the political culture in Ireland in the period examined through literature
Analyse the historical subtexts and themes of a number of key novels
Recognise the colonial dimension of a colonial literature written about Ireland but
mainly for an English audience
Apply the skills of a historian in analysing key novels
Recognise influences on and objectives of novelists, taking into account intended
audiences and readers reactions
Research and present information effectively and comprehensively
Construct a relevant argument that demonstrates an adequate use of evidence and
a selection of literary criticisms and historical interpretations
Demonstrate the ability to think critically and creatively and to bring the necessary
skills to their assessed work in this module
Assessment: Total Marks 100: End of Year Written Examination 80 marks; Continuous
Assessment 20 marks (Mid-term Assessment).
HI3052 From Pagans to Christians
(5 credits; Teaching Period 2)
The emergence of Christianity as the religion of early medieval Europe is one of the most
significant events in Western civilisation. This module examines reasons put forward for its
success, contemporary attitudes to its development and attempts to bridge the gap
between the pagan and the Christian. The module will examine how Christianity, moving
31
from its base in the Mediterranean, encountered and won over other societies. (Dr Damian
Bracken).
On successful completion of this module students should be able to:
Interpret the effects of the emergence of Christianity as the dominant religion of
Europe in the Late Antique and early medieval periods.
Demonstrate an ability to recognise major Late Antique influences that shaped the
literary culture of the West from the second to the eighth centuries.
Present an argument demonstrating a critical understanding of the central themes of
the course, of the conventions of the primary sources and evidence of consideration
of the secondary literature.
Construct and evidence-based argument founded on interpretation of sources in
their historical and cultural contexts.
Demonstrate ability in the critical interpretation of the primary sources and an
understanding of the conventions of the literature.
Demonstrate an ability to carry out independent library-based research.
Employ discipline specific conventions for the representation of evidence and the
formulation of an argument.
Assessment: Total Marks 100: End of Year Written Examination 80 marks; Continuous
Assessment 20 marks (Mid-term Assessment).
HI3082 Armadas: the Anglo-Spanish conflict, 1585-1604
(5 credits; Teaching Period 2)
Using a mix of primary and secondary sources this module examines the causes, course and
conclusion of the wars between Elizabeth I and Philip of Spain. The Spanish campaign in the
Netherlands and English interference in the Indies will be considered as the main causes of
conflict. The Armada of 1588 is regarded in popular myth as the end of the Spanish threat
against England but in fact, the war continued with not only further armadas and counterarmadas but also proxy wars in the Low Countries, France and Ireland. After the Battle of
Kinsale in the winter of 1601-02 came the difficult job of making peace. (Dr Hiram Morgan).
On successful completion of this module students should be able to:
Identify the main causes, features and consequences of Anglo-Spanish war, 15851604.
Relate the evidence presented in the Armadas course to the chronology and
historiographical debates of the period.
32
Communicate in writing effectively and to present work about the Armadas course in
a manner that conforms to scholarly conventions and subject conventions.
Construct a relevant argument about the Armadas course that demonstrates an
adequate use of evidence and a selection of historical interpretations.
Locate, gather, sift and synthesise source material presented during the Armadas
course.
Work independently on the Armadas course under the constraints imposed by the
component of assessment, for example: word limit, time limit and deadlines.
Think critically and creatively about the Armadas course and to bring the necessary
skills to their assessed work in this module.
Assessment: Total Marks 100: End of Year Written Examination 80 marks; Continuous
Assessment 20 marks (Mid-term Assessment).
HI3095 European Imperialism, 1450-1750
(5 credits; Teaching Period 2)
The central theme of world history between 1450 and 1750 is European colonisation of nonEuropean territories. The module will analyse the importance of individual pioneers of empire
in the Atlantic, Pacific and Indian oceans (Columbus, Cortes, Drake, etc.) and attempt to
measure the impact of the colonies on both colonisers and colonised. Major themes will
include the international slave trade, the demographic collapse of the native societies in the
Americas and the emergence of separate colonial identities. (Dr Dave Edwards).
On successful completion of this module students should be able to:
Demonstrate a good foundation knowledge of the main developments in European
and world history in the period covered
Employ library skills to prepare for assignments and research
Write analyses of the history of the period
Formulate arguments based upon evidence
Appreciate the role of dynasticism, economics and not least intellectual curiosity in
defining Europe's impact on the early modern world
Appreciate the changing nature of historical interpretation both in general and in
relation to this period
Assessment: Total Marks 100: End of Year Written Examination 80 marks; Continuous
Assessment 20 marks (Mid-term Assessment).
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HI3113 Hitler, Nazism and the Second World War
(5 credits; Teaching Period 2)
This course looks at Hitler's and National Socialism's ideology and explores its practical
implications in the Third Reich, notably the persecution of the Jews and the Holocaust. It
introduces the students to some of the relevant debates in this context. (Dr Detmar Klein).
On successful completion of this module, students should be able to:
Recount the most important facts of pre-1933 (Weimar Republic) German history
Outline the various racial and anti-Semitic ideas from the early nineteenth century
until the end of the Third Reich
Identify the major personalities, facts and developments with respect to the history of
Nazi Germany
Discern the fundamental principles of National Socialist ideology in general and of
Hitler's ideology (Mein Kampf) in particular
Illustrate the practical implications of Nazi ideology in the Third Reich, notably with
respect to racial policies and the persecution of the Jews and the Holocaust
Delineate the basic tenets of the major historiographical debates concerning Hitler,
the Third Reich and the Holocaust
Construct an argument that is backed up with evidence and includes, if relevant, a
selection of historical interpretations
Locate, assess and synthesise an adequate amount of secondary source material,
and (if relevant and accessible) analyse primary source material
Present work in a scholarly and show an ability to think critically and creatively.
Assessment: Total Marks 100: End of Year Written Examination 80 marks; Continuous
Assessment 20 marks (mid-term assessment to be submitted on a date specified by the
School).
HI3124 Cold War China
(5 credits; Teaching Period 2)
This module will examine the interaction between the dynamics of the Cold War and the
domestic and international policies pursued in China between 1949 and 1989. Topics to be
covered include the Korean War, mass mobilisation campaigns, the Taiwan Straits Crises,
Soviet interventions in Eastern Europe in 1956 and 1968, the Great Leap Forward, the SinoSoviet split, the Vietnam War, the Cultural Revolution, Sino-Soviet border conflicts, Sino-
34
American Rapprochement, the rise of Deng Ziaoping, the Third Indochina War, the collapse
of communism in Eastern Europe, and the 1989 Tiananmen Incident. (Staff).
On successful completion of this module, students should be able to:
Appraise the role of foreign powers in the establishment of the P.R.C.
Analyse the reasons for China's entry into the Korean War, its initiation of the Taiwan
Straits Crises, and its involvement in the Vietnam War
Evaluate the evolving relationship between the P.R.C., the Soviet Union, and the
United States
Explain Mao's concept of continuous revolution
Explain the connections between China's foreign and domestic policies during this
period
Assess China's overall importance in the Cold War
Describe the historiographical trends relevant to this topic
Critically assess relevant primary source materials
Assessment: Total Marks 100: End of Year Written Examination 80 marks; Continuous
Assessment 20 marks (Mid-term Assessment).
HI3125 Nuclear Politics and Proliferation
(5 credits; Teaching Period 2)
The concept of the 'First' and 'Second' nuclear ages are introduced in addition to questions
about proliferation's impact on world security, crisis decision making, the bombing of
Hiroshima and Nagasaki, deterrence, arms control, civil-military nuclear links, the nonproliferation regime, nuclear safeguards, and 'new'
nuclear threats (smuggling and
terrorism). Recent and contemporary case studies such as Iraq, Iran and North Korea will be
considered. (Dr Mervyn O'Driscoll).
On successful completion of this module, students should be able to:
Explain the role of nuclear weapons in regional and global contexts since World War II
Evaluate why states do or do not acquire nuclear weapons
Identify and explain the nuclear strategies and deterrence postures adopted by
states
Assess the interplay between domestic and international factors in the shaping of
policy
Explicate contemporary debates with reference to case studies such as Iraq, Iran,
North Korea, India, and Pakistan
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Contextualise the controversies about weapons of mass destruction, particularly
nuclear weapons, within the broader debates about the theory and practice of
international relations
Apply logic, reasoned argument and evidence to test the validity of political
approaches, theories and arguments
Assessment: Total Marks 100: End of Year Written Examination 80 marks; Continuous
Assessment 20 marks (Mid-term Assessment).
HI3129 US Collective Memory, Intervention and the Impact of Vietnam since 1968
(5 credits; Teaching Period 2)
The Vietnam War had a profound impact on US society, culture and foreign policy. The
course will examine the impact of the Vietnam War on US intervention in regional conflicts
since 1968, including the US interventions in Iraq and Afghanistan. The formation and impact
of US collective memory on US policy makers had a profound influence on the choice of
strategies and tactics pursued by the presidents from Ford to Obama, yet US leadership and
credibility also remained central to their considerations. (Professor D. Ryan).
On successful completion of this module, students should be able to:
· Interpret, analyse and assess [three or more] specific incidences of US intervention in
regional conflicts.
· Demonstrate a knowledge of the issues, evidence and arguments on US intervention,
through written essay.
· Analyse the formation and reconstruction of collective memory and its impact on US
foreign policy.
· Identity and interpret a key document on US collective memory of the Vietnam War or US
intervention in regional conflict since 1968.
· Communicate in writing effectively and to present work in a manner which conforms to
scholarly and subject conventions.
· Communicate and debate through online discussion group the interpretation of a
particular document or issue.
· Construct a relevant argument that demonstrates an adequate use of evidence and a
selection of historical interpretations.
· Locate, gather, sift and synthesise an adequate body of source material.
· Analyse one visual source, graphic depiction or photograph related to the topics covered.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 3,000 word essay to be
submitted on a date specified by the School: 60 marks; 1 x 1,000 word online document
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analysis: 15 marks; 1 x 1,000 word analysis of visual representation: 15 marks; 1 x 1,000 word
online group discussion and evaluation: 10 marks).
HI3131 Modern Russian and Soviet History
(5 credits; Teaching Period 2)
This module will examine the main themes in Russian and Soviet history in the modern era.
These will include: processes of socio-economic modernisation; periods of revolutionary
transformation; state building and the development of civil society; the impact of war on
society; ideological and cultural change; the role of violence in political life; and Russia, the
Soviet Union and the outside world. (Professor Geoff Roberts).
On successful completion of this module, students should be able to:
Define and outline the key concepts informing historical discussion of the main
themes and controversies of modern Russian and Soviet history
Present a warranted interpretation of selected Soviet source material
Demonstrate detailed empirical knowledge of one of the major topics of
Russian/Soviet history
Explain the key historiographical interpretations relevant to this topic
Deploy relevant sources in order to assess the methods and arguments of historians in
relation to their chosen topic
Construct and communicate effectively a relevant argument that demonstrates
adequate use of evidence and of a selection of historical interpretations
Demonstrate the ability to work independently under the constraints imposed by the
components of assessment, for example: word limit, time limit and deadlines
Assessment: Total Marks 100: End of Year Written Examination 70 marks; Continuous
Assessment 30 marks (1 x 2,000 word essay to be submitted on a date specified by the
School).
HI3301 Approaches to History
(5 credits; Teaching Period 2)
This module will examine recent perspectives upon the discipline of history, setting in
historiographical context a range of different approaches to the study of historical sources.
(Staff).
On successful completion of this module, students should be able to:
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Demonstrate critical engagement with a range of different historiographical models
Place in historical context the development of new research methodologies
Critically analyse a variety of historical contributions
Present a concise summary in essay and examination of a number of complex and
wide-ranging historiographical trends
Assessment: Total Marks 100: End of Year Written Examination 80 marks; Continuous
Assessment 20 marks (Mid-term Assessment).
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