HIS32460 Conquering Ireland, 1579-1691

Academic Year 2024/2025

In the period examined by this course, Ireland became the subject of three major military conquests, each of which resulted in significant bloodshed and political and social dislocation.This module examines the expansion of English state authority in late Tudor Ireland, in its first section focusing in particular on the Desmond Rebellion, the Munster Plantation and the Nine years War seeking to understand why conflict became so endemic and widespread in the island during this period. The course moves on to examine the genesis of the rebellion of 1641, which followed a period of substantial peace, the Confederate wars and the Cromwellian conquest of Ireland. The final section of the module analyses the causes, progress and consequences of the Williamite wars. The course seeks to place the analysis of military violence in Ireland in its wider international context, both with regard to the Wars of Religion in continental Europe and the Civil Wars in Britain and in colonial contexts in America.

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Curricular information is subject to change

Learning Outcomes:

At the conclusion of this module, students should have a thorough understanding of the causes, progress and consequences of the three major conquests of the island during the period of the course.
Students should have gained experience in the analysis of both primary documents and historiographical literature, in the writing of essays, and in the oral presentation of their research and arguments in class, at alevel suitable to third year undergraduates in History.

Indicative Module Content:

Week 1: Ireland in 1579: the political and religious context; Week 2: The Desmond Rebellion: Week 3: The Munster Plantation: Week 4: The Genesis of the Nine Years War: Week 5: Tyrone's Rebellion: Week 6: Early Stuart Ireland: Week 6: The Rebellion of 1641: Week 7: The Confederate Wars: Week 8: The Cromwellian Conquest of Ireland: Week 9: Unsettled Ireland: Week 10: The War of the Three Kings: Week

Student Effort Hours: 
Student Effort Type Hours
Lectures

10
Seminar (or Webinar)

4
Autonomous Student Learning

100
Total

114
Approaches to Teaching and Learning:
This is a lecture and seminar-based class. The lecture will provide a broad outline of the weekly topic by the module coordinator. This issupplemented in seminars by intensive class discussion of the assigned reading. Students are expected to have completed the assigned reading and to volunteer their opinions and to answer questions posed by the module coordinator, both individually and in groups. Formal debates between the students may be held and students are expected to participated in peer-review exercises. 
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(Including Essay): Mid-term essay or document analysis form a set of titles. n/a Graded No

30
Participation in Learning Activities: Participation in class seminars based on informed reading of set texts. n/a Graded No

20
Assignment(Including Essay): Final Essay n/a Graded No

50

Carry forward of passed components
No
 
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, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Written feedback will be provided on the hard copy of the first assignment, supplemented by oral feedback on the assignment and on the performance in class up to that point in a one to one meeting, arranged by appointment. Feedback on the long essay and on the overall performance in class will be provided in a one to one meeting, by appointment following the School Review. Peer review activities are built into the structure of the seminars throughout the trimester.