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HIS21240

Academic Year 2026/2027

Celts, Romans and Vikings: The Formation of Early Ireland (HIS21240)

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

Curricular information is subject to change.

Early medieval Irish history is often thought of as a Celtic golden age of art and culture, brought to an end by Viking invaders. The reality was different. Irish identities were formed by contacts with neighbours and newcomers, some peaceful and others violent.

This module will examine three core themes. Was Ireland Celtic and what was its society like? How did the Romans, and their Christian successors, influence the peoples of Ireland, their religion and politics? What was the impact of the Vikings? How did they transform Ireland and what were their legacies? The module will offer a fresh way of thinking of the Irish past and will question myths of exceptionalism and insularity. It will challenge stereotypes while also introducing the rich material and written sources of early medieval Ireland.

About this Module

Learning Outcomes:

Upon completion of this module students should be able to:
a) Critically examine whether Ireland was Celtic
b) Analyse conversion to Christianity at a formative phase of Irish history
c) Demonstrate an understanding of the organisation of early Irish society
d) Demonstrate an understanding of the impact of the Vikings on early medieval Irish culture and society.
e) Write scholarly assignments appropriate for a Second Year student of History.

These learning outcomes will be underpinned by an active student-centred engagement with primary sources, facilitated though seminar contribution.

Indicative Module Content:

The following core topics will form the bulk of this module:

1) Introduction to early medieval Ireland
2) Frontiers and belief
3) Making Ireland Christian
4) Kingship and politics
5) Women in early Irish society
6) Ireland in early medieval Europe
7) The Viking arrival
8) Viking-Age Dublin
9) Insular cultural production
10) Ireland's political landscape by the 10th century
11) Essay workshop

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. Advanced Beginner

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.


Goal Name Description Coverage

End poverty in all its forms everywhere 1

End hunger, achieve food security and improved nutrition and promote sustainable agriculture 1

Ensure healthy lives and promote well-being for all at all ages 1

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Achieve gender equality and empower all women and girls 1

Ensure access to affordable, reliable, sustainable and modern energy for all 1

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 1

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 1

Reduce inequality within and among countries 1

Make cities and human settlements inclusive, safe, resilient and sustainable 1

Ensure sustainable consumption and production patterns 1

Take urgent action to combat climate change and its impacts 1

Conserve and sustainably use the oceans, seas and marine resources for sustainable development 1

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 1

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 1

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

10
Seminar (or Webinar)

11
Specified Learning Activities

45
Autonomous Student Learning

45
Total

111

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.

Students may use AI tools for limited support on this module (e.g. idea generation, practice questions, or as a study aid). However, students remain fully responsible for the accuracy and reliability of their learning. Students may not use AI to write assignments which must be written in their own words.

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 Component repeat (in-module) Offered
Assignment(Including Essay): The module has a mid-term assignment essay which is based on the first half of the module, including the seminar readings. Week 6 Graded No
40
 No
Assignment(Including Essay): The final assignment is an essay based on the second half of the module, including seminar readings. Week 12 Graded No
40
 No
Participation in Learning Activities: Students will be graded on their participation in learning activities during seminars. This is not based on attendance but on active discussion and participation both individually and in group work. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, 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

How will my Feedback be Delivered?

Feedback on the mid-term Essay Plan Assignment is given in writing on Brightspace. Feedback on Participation is given to the class throughout the trimester. Feedback on the end-of-semester Essay Assignment is given on Brightspace and by appointment in one-to-one meetings.

The following books are important reading for this module. A fuller bibliography will accompany the module handbook.

Downham, Clare, Medieval Ireland (Cambridge 2017)
Charles-Edwards, Thomas, Early Christian Ireland (Cambridge: CUP, 2000).
Ó Cróinín, D., Early Medieval Ireland 400–1200 (London, 2nd edition 2016).


Name Role
Aoife Cranny Walsh Tutor
Nathan Millin Tutor
Emer O'Brien 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 Wed 15:00 - 15:50
Autumn Seminar Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 13:00 - 13:50
Autumn Seminar Offering 2 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 14:00 - 14:50
Autumn Seminar Offering 3 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 15:00 - 15:50
Autumn Seminar Offering 4 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Fri 10:00 - 10:50
Autumn Seminar Offering 5 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 14:00 - 14:50
Autumn Seminar Offering 7 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 13:00 - 13:50
Autumn Seminar Offering 8 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Wed 16:00 - 16:50
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