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HIS21120

Academic Year 2026/2027

Northern Ireland, 1920-2010: from partition to Paisley (HIS21120)

Subject:
History
College:
Arts & Humanities
School:
History
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Assoc Professor Conor Mulvagh
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This course will chart the history of Northern Ireland from its foundation through state building, war, civil rights, sectarian conflict, and the peace process. Relative to its size, Northern Ireland is arguably the most studied and analysed place on earth in the twentieth century. Partition is by no means a phenomenon unique to Ireland. Germany, India, Korea, and Sudan are among the most prominent examples of a phenomenon that has been a major component of the twentieth century world.

The Northern Irish troubles witnessed the deaths of 3,636 people between 1966 and 1999. The conflict has been a defining moment in the modern histories of Northern Ireland, the Republic of Ireland, and Britain. In being a resolved conflict, the solution arrived at in 1998 has become a template for peace processes the world over.

1998 initiated a peace process rather than concluding a peace settlement. That peace has been at times unstable, fragile, and imperfect. This course will progress past the Good Friday Agreement, examining the history of near contemporary Northern Ireland to examine how power sharing, decommissioning, and cultural demobilisation have shaped a new polity, asking what changed and what stayed the same.

About this Module

Learning Outcomes:

On successful completion of this course, students will have developed an ability to assess critically the social, political, and military history of Northern Ireland since its foundation. Students will have examined the history of partition, the lived experience of the second world war on a home front, the campaigns against the continuance of the Northern Irish state between 1945 and 1962, civil rights and the progress of Troubles from their inception to their conclusion.

Through in-class document analysis, students will examine the primary sources of Northern Ireland’s history.

For students wishing to further their understanding of conflict resolution, insurgency and counter-insurgency, sectarianism, and international/bi-lateral relations, this module will provide crucial new perspectives.

Indicative Module Content:

Lecture outline

Week 1: Introduction and overview

Week 2: State formation and boundary recognition

Week 3: The politics of interwar Northern Ireland

Week 4: War, Westminster, and Stormont

Week 5: Establishing the Welfare State, questioning partition

Week 6: The O’Neill Years

Week 7: From Civil Rights to Direct Rule

Week 8: Reading week

Week 9: Sunningdale and security: Northern Ireland in the 1970s

Week 10: Hunger, Thatcher, and Terror: Northern Ireland in the 1980s

Week 11: The 1990s: peace comes slowly

Week 12: After Good Friday: stability or democracy?

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Advanced Beginner

Critical Thinking

The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Novice

Strategic

The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Novice

Integrated Problem Solving

The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Novice

Self-awareness

The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Advanced Beginner

Normative

The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Advanced Beginner

Anticipatory

The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Novice

Digital Literacy and Judgement

The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Advanced Beginner

AI Literacy & Agency

The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

45

Autonomous Student Learning

45

Lectures

11

Seminar (or Webinar)

11

Total

112


Approaches to Teaching and Learning:
This module combines large-group and small-group teaching, through a weekly
lecture and seminar. Weekly lectures provide overviews of weekly topics, with focus
upon key historical trends, debates and events. Weekly seminars focus on small-group
active / task-based learning using both secondary and primary sources related to the
weekly topic covered in the lecture. Autonomous learning is nurtured through
required preparatory reading each week, and a formative and summative written
assignment. Key research, writing and citation skills are explicitly incorporated into
seminar work and are assessed and advanced from the formative to the summative
assignments.

Generative AI may not be used for assessments in this module. If you have any concerns about what is included in the remit of generative AI, please consult with your Module Coordinator.

A proportion of written assignments in each module in the School of History are subject to moderation, meaning they undergo a second layer of review by another grader. This can include oral moderation meetings where the student is invited in for a short meeting with the module coordinator to discuss the assignment. Moderation contributes to better informed marking.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Midterm essay.
Students may choose from one question from a selection provided in the module handbook. Essays should be 1,500 words in length excluding bibliography and footnotes.
Week 7 Graded No
30
No
Exam (In-person): 2-hour final examination. This examination consists of two essay-type answers.
Students answer ONE question from Section A and ONE question from Section B. Questions carry equal marks.
End of trimester
Duration:
2 hr(s)
Graded No
50
No
Participation in Learning Activities: Students will be graded on their participation during seminars (NB: this is not based on attendance, but rather active discussion and participation). Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11 Graded No
20
No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Feedback on the mid-term Essay Assignment is given in writing via Brightspace Feedback on presentations and learning journals will be given orally in seminars either as group/class feedback or individually as appropriate. Feedback on the two-hour examination will be given by appointment in one-to-one meetings on request.

There are no set texts for this module; i.e. there are no works that you have to purchase in order that you consult them continuously throughout the whole semester. However, below are listed a number of works that would come in handy as reference works and introductions to the period and themes tackled.

The list that follows is by no means exhaustive; a great deal has been written about Nationalism and Northern Ireland – increasingly so in recent years – and for reasons of space a lot of material has been omitted. However, a good deal is listed below, so as to try and ensure that everyone has an increased chance of being able to access material that is relevant to each topic. Nevertheless, the library has other valuable materials, and you are encouraged to explore the relevant sections of the library for yourself. If, however, you want further suggestions for reading on any of the topics covered in this course, then please e-mail me at conor.mulvagh@ucd.ie, I will be happy to suggest other secondary texts.

A lot of material will be available on Brightspace but there are also important internet sources that you can use for this course:

www.cain.ac.uk (Conflict Archive on the Internet): this website contains information and course material on the ‘troubles’ and politics in Northern Ireland from 1968 to the present. There is also some material on society in the region. You will find a lot of the reading available here.
PRONI Records on CAIN: a list of key historical documents from the Public Records Office of Northern Ireland relating to the Northern Irish Troubles and other topics (1960s-1990s) can be browsed by year of creation at: https://cain.ulster.ac.uk/proni/list-year.html

www.ark.ac.uk: a resource providing access to social and political material on Northern Ireland that informs social and political debate in the region and raises the profile of social science research

www.incore.ulst.ac.uk (INCORE (International Conflict Research Institute): is a joint project of the United Nations University and the University of Ulster. Combining research, education and comparative analysis, INCORE addresses the causes and consequences of conflict in Northern Ireland and internationally and promotes conflict resolution management strategies.

www.margaretthatcher.org (Margaret Thatcher Foundation): massive online archive with thousands of text searchable documents relating to all aspects of Thatcher’s political career. Includes House of Commons debate content, cabinet minutes, press briefing documents.

http://www.bbc.co.uk/northernireland/learning/history/stateapart/ (BBC NI – A State Apart): includes fact files, oral history interviews, a brief overview of the conflict, and very short introductions to the key political and paramilitary organizations involved.

http://www.iwm.org.uk/ (Imperial War Museum): extensive photographic and text archive relating to the conflict in Northern Ireland from governmental, military, and personal perspectives

http://hansard.millbanksystems.com/ (Hansard House of Commons and House of Lords debates online): 1803-2005 fully searchable records of all speech content in the British houses of parliament.

http://historical-debates.oireachtas.ie/en.toc.dail.html (Dáil/Seanad debates online): as above for all Oireachtas debates from 1919 to present.

http://stormontpapers.ahds.ac.uk/stormontpapers/index.html (Stormont Debates, 1920-72): as above for Stormont.

https://www.newulsterbiography.co.uk/: Authoritative biographies of prominent persons from Ulster

https://dib.cambridge.org/: Authoritative biographies documenting over 10,000 lives of Irish persons or persons prominently associated with Ireland ranging from the earliest times to 2010.

https://www.oxforddnb.com/: over 60,000 biographies, 72 million words, 11,000 portraits of significant, influential or notorious figures who shaped British history


Remember, while these internet sources are valuable and provide excellent and reputable research, they should complement secondary sources, not replace them


Background reading: For those not familiar with Irish or British history, Marc Mulholland, Northern Ireland: a very short introduction (Oxford, 2003) is a recommended introduction.

Essential reading:
• McAtackney, Laura and Maírtín Ó Cathaín (eds), The Routledge handbook of the Northern Ireland conflict and peace (London, 2024)
• Hennessey, Thomas, A History of Northern Ireland, 1920-1996 (Dublin, 1997)
• Staunton, Enda, The Nationalists of Northern Ireland, 1918-1973 (Dublin, 2001)
• English, Richard, Irish Freedom: The History of Nationalism in Ireland (London, 2006)
• McKitterick, D., and McVea, D., Making Sense of the Troubles (Belfast, 2000)
• Wichert, S., Northern Ireland since 1945 (2nd ed.) (London, 1999)
• Bew, P., Gibbon, P., and Patterson, H, Northern Ireland 1921-94: Political Forces and Social Classes (London, 1996)

General
Bew, P., and Gillespie, G., Northern Ireland: A Chronology of the Troubles, 1968-99 (2nd ed.) (Dublin, 1999)
Boyce, D.G., Nationalism in Ireland (2nd ed.) (London, 1991)
Brewer, J.D., & Higgins, G.I., Anti-Catholicism in Northern Ireland, 1600-1998: The Mote and the Beam (Basingstoke, 1998)
Bruce, S., God Save Ulster: The Religion and Politics of Paisleyism (Oxford, 1986)
Coogan, T.P., Ireland Since the Rising (London, 1966)
Cruise-O’Brien, Conor, States of Ireland (London, 1972)
Darby, John, Conflict in Northern Ireland: the development of a polarised community (Dublin, 1976)
Della Porta, D., ‘Life Histories in the analysis of social movement activists’, in Diani, M., & Eyerman, R. (eds.), Studying Collective Action (London, 1992)
De Paor, Liam, Divided Ulster,(2nd ed.) (Harmonsworth, 1971)
Dixon, P., Northern Ireland: The Politics of War and Peace (Basingstoke, 2001)
Elliot, M., The Catholics of Ulster – A History (London, 2000)
English, R., Armed Struggle – The History of the IRA (London, 2003)
English, R., Unionism and Modern Ireland (Dublin, 1996)
Farrell, Michael, Northern Ireland: The Orange State (2nd ed.) (London, 1980)
FitzGerald, G., Towards a New Ireland (London, 1972)
Flackes, W.D., and Elliot, Sydney, Northern Ireland A Political Directory, 1968-88 (Belfast, 1989)
Gallagher, Frank, The Indivisible Island (London, 1957)
Garvin, Tom, The Evolution of Irish Nationalist Politics (Dublin, 1981)
Gillespie, G., Years of Darkness: The Troubles Remembered (Dublin, 2008)
Hepworth, Jack, The age-old struggle: Irish republicanism from the Battle of the Bogside to the Belfast Agreement, 1969-1998 (Liverpool, 2021)
Horowitz, D., Ethnic Groups in Conflict (London, 1985)
Keogh, Dermot, Twentieth-Century Ireland: Nation and State (Dublin, 1994)
Lijphart, A., ‘The Northern Ireland problem: cases, theories, and solutions’, British Journal of Political Science, 5, no. 1 (Jan., 1975), pp 83-106.
Miller, D. (ed.), Rethinking Northern Ireland: culture, ideology and colonialism (London, 1998)
Patterson, Henry, Ireland Since 1939: The persistence of conflict (Dublin 2006)
Whyte, J.H., Interpreting Northern Ireland (Oxford, 1991)
McGarry, J., and O’Leary, B., Explaining Northern Ireland: Broken Images (Oxford, 1995)
McKitterick, D., et al., Lost Lives: The Stories of the Men, Women and Children who Died as a Result of the Northern Ireland Troubles (Edinburgh, 1999)
Nelson, S., Ulster’s Uncertain Defenders: Protestant Political, Paramilitary and Community Groups and the Northern Ireland Conflict (Belfast, 1984)
O’Malley, Pádraig, The Uncivil Wars: Ireland Today (3rd ed.) (Boston, 1997)
Rose, Richard, Governing Without Consensus: An Irish Perspective (London, 1971)
Ruane, J., and Todd, J., The Dynamics of Conflict in Northern Ireland: power, conflict and emancipation (Cambridge, 1996)

Name Role
Julien Clenet Tutor
Lesley Cruce Tutor

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 10:00 - 10:50
Autumn Seminar Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 12:00 - 12:50
Autumn Seminar Offering 2 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Wed 10:00 - 10:50
Autumn Seminar Offering 3 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Wed 10:00 - 10:50
Autumn Seminar Offering 4 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 11:00 - 11:50
Autumn Seminar Offering 5 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 12:00 - 12:50
Autumn Seminar Offering 6 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Wed 11:00 - 11:50
Autumn Seminar Offering 9 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Wed 12:00 - 12:50