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Curricular information is subject to change
At the end of this course students should have gained:
-a thorough understanding of the genesis, development and consequences of the 1641 Rebellion.
-experience of analyzing an extensive array of printed primary documents at a level appropriate to the final year of a BA programme.
-an understanding of the most important historiographical literature concerning the 1641 rebellion at a level appropriate to the final year of a BA programme.
-experience of writing essays and document analyses at a level appropriate to the final year of a BA programme.
-students should also have participated in a series of seminar discussions and practiced a suite of verbal skills relating to the analysis of primary and secondary materials and to the presentation of their ideas.
Early Stuart Ireland: A plantation Society?
Two churches: one island
Constitutional Crisis 1637-41
The two 1641 rebellions: high politics and sectarian civil war
Rebellion in the localities: Tyrone
Rebellion in the localities: Waterford
Henry Jones and Sir John Temple construct the “Protestant” 1641
Catholic Retrospectives : Richard Bellings and the Aphorismical Discovery
The Cromwellian Conquest
The Interregnum Settlement
Atrocity in Early Modern Ireland: the Rebellion in Context
Course overview and conclusion
|Student Effort Type
|Specified Learning Activities
|Autonomous Student Learning
Not applicable to this module.
|% of Final Grade
Not yet recorded.
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Self-assessment activities
Feedback on the quality of class participation is given by the module coordinator in the course of the classes, identifying the strong and weak aspects of points made or raised by students. Written comments are provided on each piece of submitted written work. The feedback which students receive in class is designed to improve their analytical skills and identify areas that they may be missing in their readings of the class material. Feedback on the first written assignment provides indications of what a student has done well or less well and thus helps to identify areas of potential improvement.