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HIS33220

Academic Year 2026/2027

The Penal Laws (HIS33220)

Subject:
History
College:
Arts & Humanities
School:
History
Level:
3 (Degree)
Credits:
10
Module Coordinator:
Professor Ivar McGrath
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module examines the history of the penal laws in Ireland. Commencing with the post-Reformation understanding of the inextricable link between Church and State and the ensuing impetus for religious uniformity in both Protestant and Catholic countries, the module will assess the implementation of anti-Catholic legislation within the British Isles in general in the later sixteenth and seventeenth centuries. Thereafter it will examine why such legislation arrived so late in Ireland in comparison to England, Scotland and Wales and how the existing penal laws in those latter countries influenced the legislation enacted in Ireland from 1695 through to 1750. Individual penal laws will be studied in detail in both lectures and seminars, with consideration of both their intended purpose and the reality of their enforcement and / or non-compliance. The module will also focus upon the impact of the penal laws upon both Catholics and Protestant Dissenters as well as the evidence for the avoidance and circumvention of those laws. It will also discuss the arguments for, and the motivations behind, the ensuing repeal of the laws from the late 1770s onward. Throughout the module due consideration will be given to the historiography of the penal laws as well as the continuing disinformation about them within wider public discourse in Ireland and abroad.

About this Module

Learning Outcomes:

On successful completion of this module students should be able to:
• Demonstrate knowledge and critical understanding of the history of the penal laws in Ireland and the British Isles more generally
• Assess the historiography of Ireland during the period of the penal laws
• Appreciate, analyse and critique the primary sources relevant to the module
• Prepare and deliver an oral presentation and present their conclusions in written form
• Engage in informed discussion and debate on the subject of the penal laws in Ireland
• Organise, report upon, discuss and complete a substantial research project on an aspect of the penal laws in Ireland

Indicative Module Content:

1: The Reformations and the nature of Church and State in the early modern period
2: The enactment of Penal Laws in Scotland, England and Wales in the sixteenth and seventeenth centuries
3: The continuing absence of penal laws in Ireland in the sixteenth and seventeenth centuries
4: The Origins and purpose of the first penal laws of 1695
5: Building a penal code, 1697-99
6: Consolidating the code, 1703-5
7: Completing the code, 1707 onward
8: Enforcement
9: Impact
10: Changing attitudes and the commencement of repeal, 1740s-70s

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. Competent

Critical Thinking

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

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. Advanced Beginner

Strategic

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

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. Advanced Beginner

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. Competent

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. Competent

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. Advanced Beginner

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. Competent

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. Competent

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. Competent

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

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

Student Effort Hours:
Student Effort Type Hours
Lectures

11
Seminar (or Webinar)

22
Autonomous Student Learning

180
Total

213

Approaches to Teaching and Learning:
This is a small-group, seminar-based module. It is taught through a one-hour weekly lecture and a two-hour seminar. The weekly lecture provides an overview of the week’s topic, focusing upon key historical trends, debates and events. The weekly seminar is focused upon individual active / task-based learning by means of class debates, discussion and student presentations. Advanced research, writing and citation skills are developed through a combined individual student presentation on primary sources and written essay, and a semester-long 3,000-4,000-word research project. Autonomous learning is advanced through student-led debate and discussion of set primary sources and / or student presentations each week.

The use of AI tools (e.g. Gemini, Chat GPT, Copilot) is not permitted in this module. Students are expected to engage directly with module materials and activities without the use of AI tools.

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
Participation in Learning Activities: A combined presentation / written assignment which takes the form of a seminar presentation and paper Week 12 Graded No
30
 No
Assignment(Including Essay): Semester-long research project: this is a paper of 3,000-4,000 words, based on work undertaken over the 12 weeks of the semester Week 14 Graded No
50
 No
Participation in Learning Activities: Students are graded on their contribution to seminars throughout the semester 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
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

How will my Feedback be Delivered?

Both written and oral feedback will be provided on an ongoing basis over the semester. Feedback on the combined presentation/written assignment will be given in person and through written comments on the submitted document. Feedback on the end of semester essay will be given through written comments and by appointment in one-to-one meetings.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 15:00 - 15:50
Spring Seminar Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Tues 09:00 - 10:50
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