ENG32710 Culture of the1641 Rebellion

Academic Year 2022/2023

*** Not available in the academic year indicated above ***

Infants spitted upon pikes, pregnant women with their wombs ripped open, old men’s heads dashed against walls, the mass drowning of women and children in the rivers and lakes of Ulster… within weeks of the outbreak of rebellion in Ireland in October 1641, stories of the bloody massacre of Protestant settlers by indigenous Catholics had spread throughout Ireland, Britain and beyond. Indeed, in the first five months of the rebellion, as much as a fifth of England’s printed output concerned events in Ireland. Texts ranged from depositions and print polemic, to letters and life writings, to poetry and drama, as people in Ireland and beyond tried to make sense of what had happened. The module will consider this massive explosion of literary and cultural activity in the weeks, months and years following the rebellion, assessing the place of the 1641 rebellion in Irish history and memory, north and south. It will involve a deep dive into one of the most contentious periods in Irish history, examining some of its most impactful texts, and in doing so will reflect on what literary studies can offer to our understanding of the past and the re-shaping of the future.

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Curricular information is subject to change

Learning Outcomes:

Throughout the module, students will (in addition to the outcomes common to all Level 3 English modules):
1. Acquire knowledge of a wide and varied corpus of texts of the 1641 rebellion using databases such as the 1641 Depositions and EEBO as well as the resources of UCD Special Collections to find and examine relevant material.
2. Develop a critical understanding of the history, culture and legacy of the 1641 rebellion.
3. Apply a literary-critical methodology to the analysis of a range of seventeenth-century literary and non-literary texts in a variety of genres and material forms.
4. Critically analyse the ways cultural representations of the 1641 rebellion are shaped by ethnicity, religion, gender, age, and class across changing historical contexts.
5. Critically evaluate the particular contribution of literary studies to the development of historical knowledge.

Indicative Module Content:

All material for the module will be available in the Library or on Brightspace. You do not have to buy any books.

*The 1641 Depositions https://1641.tcd.ie/
*Henry Jones, Remonstrance of Diverse Remarkeable Passages (1642)
*John Temple, The Irish Rebellion (1646)
*James Cranford, The Teares of Ireland (1642)
*Henry Burnell, Cola’s Furie (1646), ed. Lynch
*Anon., An Aphorismical Discovery
*Richard Bellings, The Irish Confederation
*Selections from Andrew Carpenter, _Verse in Tudor and Stuart Ireland_
*Selections from women’s letters and life writing texts (including Thornton, Fanshawe, Briver, Dowdall, Fitzgerald, Browne)
*Rare books and pamphlets in UCD Special Collections

Student Effort Hours: 
Student Effort Type Hours
Seminar (or Webinar)

24
Specified Learning Activities

96
Autonomous Student Learning

80
Total

200
Approaches to Teaching and Learning:
Learning materials will be available in a variety of forms including written texts, images, podcasts and videos. Students will read specified texts and (with the support of the module) find materials of their own. They will engage with the material through seminar discussions, in-class activities and group work, as well as in their own time. They will be supported in developing a final project where they will be given the option to write an essay or create a video or podcast on any aspect of the module. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: Approx. 2500-3000 words Coursework (End of Trimester) n/a Graded No

60
Continuous Assessment: TBC but likely to be contribution to creation of module glossary, persons and places, and timeline. Throughout the Trimester n/a Graded No

30
Assignment: Critical reflection on formative feedback Week 12 n/a Pass/Fail Grade Scale No

10

Carry forward of passed components
Yes
 
Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Self-assessment activities

How will my Feedback be Delivered?

Students will have an opportunity to submit work in progress for feedback and guided revision.