History 4393.01
Seminar in World History:
Modern Ireland
Spring 2007/T, TR 12:15-1:30
Instructor: Dr. Moira Maguire
Office: 604J Stabler Hall (569-8399) mjmaguire@ualr.edu)
Office hours: T, TR 2:00-4:00 pm or by appointment
Course Description
This course examines major themes and events in modern Irish history, from the rebellions of
1798 to the present. Historians generally agree that Ireland lagged, in terms of political,
economic, and social development, behind other European countries primarily because of its
colonial history and the dominance of the Catholic Church. Thus we do not necessarily see a
th
th
steady march towards “progress” from the late 189 to the 20 century. Rather, we can see how
key issues and events have dominated both the perception of Irish people themselves of their
own history, and the way Irish history has been represented or portrayed in the historical literature
and in film. The course will be discussion, rather than lecture, driven so you are expected to
come to class prepared to talk intelligently about the readings. The grade distribution is such that
you will not earn an A in this class, no matter how strong your written work might be, if you do not
attend class regularly and participate in class discussions.
Goals and Expectations
The course is designed to introduce you to some major themes in crime and punishment in
modern Europe, but also to develop and improve analytical, critical thinking, and writing skills. By
the end of the semester you should have:
1)
a firm grasp of the major themes in modern Irish history;
2)
developed your writing skills;
3)
improved your analytical and critical thinking skills;
4)
utilized and critically evaluated film and documentary sources of historical research;
5)
utilized primary sources in historical research.
Disability Support Services
It is the policy of UALR to accommodate students with disabilities, pursuant to federal law and
state law. Any student with a disability who needs accommodation, for example in arrangements
for seating, examinations, or note-taking, should inform the instructor at the beginning of the
course. It is also the policy and practice of UALR to make web-based information accessible to
students with disabilities. If you, as a student with a disability, have difficulty accessing any part of
the online course materials for this class, please notify the instructor immediately. The chair of the
department offering this course is also available to assist with accommodations. Students with
disabilities are encouraged to contact Disability Support Services, telephone 501-569-3143 (v/tty),
and on the web at http://www.ualr.edu/dssdept/.
Academic Integrity
All of your work must reflect your own thoughts, words, opinions, and efforts. When you copy
phrases, sentences, or paragraphs verbatim (word for word) from any source, you must indicate
that you have done so by setting what you have copied off in quotation marks and inserting a
footnote. And when you use the thoughts, words or opinions of others, whether verbatim (word for
word) or in paraphrase (ie changing words around, or putting someone else’s words into your
own words), you must insert a footnote that clearly indicates the source of the information,
including author, book title, publication details, year of publication, and page number. If the
source is a website, the footnote must include the complete web address and the date you
accessed it.
Not knowing the definition of plagiarism is not an acceptable excuse for committing
plagiarism. It is your responsibility to be sure that you understand the definition of
plagiarism, and that you avoid it. Academic dishonesty of any kind will not be tolerated in this
class, will be reported to the Office of the Dean of Students, and will result in a failing grade in the
class and/or harsher penalties. If you are unclear about what constitutes academic dishonesty,
please ask me. There will be no exceptions to this policy.
Assignments
The main assignments in this class will revolve around the senior capstone experience and class
and group participation. You will be graded on class participation, group interaction, and your final
paper and related exercises, as follows:
Class Participation: Your participation is absolutely vital to the success of this class. You are
expected to come to class prepared to discuss all of the assigned readings, and you are expected
to actively participate in all discussions. Each week you will be given a participation grade of +,
, and -, depending on your level of participation. If you attend class but do not participate at
all in the discussion, you should expect a -; if you do not come to class at all will receive a 0.
(NOTE: More than 2 unexcused absences will result in a significant reduction in your class
participation grade. You must notify me, in advance, if you must miss class for any reason.)
Class participation is worth 20% of your grade.
Group Interaction: At the beginning of each class period each group will submit three questions
that could, potentially, guide class discussion. Groups can decide how to distribute this function
amongst themselves – they can select a group leader who will coordinate, or they can rotate the
responsibility. The only thing that matters to me is that I receive one set of questions, neatly
typed, from each group at the start of each class period. The questions should consider such
topics as: the main arguments and themes of each reading, the sources used in the assigned
readings, the strengths and weaknesses of each reading, and the contribution that the readings
make to the field. You should also consider that “why do we care” question: what does the
reading, and the topic generally, tell us about Irish a certain period or aspect of Irish history, and
how can we apply the themes and ideas in contemporary times? You will need to communicate
with your group members, throughout the week, in order to meet this requirement (this can easily
be done via WebCT chatrooms or e-mail, and should not require additional face-to-face meetings
outside of class time.) This assignment is intended to help you think more broadly about the
assigned readings, and to share your ideas with one another. Group interaction is worth 20% of
your final grade.
Synopsis: This should be a 500 word overview of your paper. What is your thesis: What main
points or themes will your paper address and develop? What sources will you use? The synopsis
should be accompanied by a bibliography that identifies at least 8 sources, at least two of which
must be primary sources. This synopsis will be due on Tuesday, 3 April.
Peer Review: A vital part of the writing process is reviewing and critiquing other people’s work.
Only in reading others’ work can we fully understand our own thought and writing processes. You
will be responsible for reading the draft of one of your classmate’s papers and commenting on
writing style, content, argument, sources, etc.
Capstone Paper: This course meets the requirements of the senior history major capstone
experience, and thus the primary assignment will be an essay of 10-15 pages, that utilizes
primary and secondary sources to examine some aspect of modern Irish history. There will be
several activities related to this essay throughout the semester, so it is important that you either
begin the semester with some idea of what you plan to write about, or consult with the instructor
within the first week or two to develop a topic. The assignments related to the essay include:
• 500 word synopsis (See above).
• Group input: three times during the semester we will discuss the papers as a group. On 1
February each of you will give a brief overview (ie 1-2 minutes) of what you plan to write
2
•
about, and your classmates will give input where appropriate. On 3 April you will give a
more detailed overview of your paper, your sources, and the progress you have made.
On the last two days of the semester you will give the final overview of your paper’s
thesis, etc. Although not graded, these discussions are important because they will help
you to crystalize your thinking about your papers, and to seek the input, advice, and help
of both the instructor and your classmates.
Rough draft: Students who choose to do so may submit a rough draft of their papers for
feedback. This is voluntary but the feedback that you receive on this draft likely will
enable you to increase your grade significantly. Rough drafts are due by 1 May.
Grade Distribution:
Class participation:
Group interaction
Synopsis
Peer Review
Research paper
20%
20%
15%
10%
35%
Late assignments WILL NOT be accepted. If you believe that family circumstances or
assignments for other classes will make it impossible for you to submit an assignment on time,
you must submit a written request for an extension at least two weeks prior to the due date.
Required Texts:
There are no required texts for this course. All required readings are posted on WebCT in PDF
format.
Course Outline
16 January
Introduction
18 January
Rebellions of 1798
Group One Readings:
 Lawrence McBride, “Visualizing ’98: Irish Nationalist Cartoons Commemorate the
Revolution,” Eighteenth Century Life, vol. 22 no. 3 (November 1998): 103-117.
 “The Irish Rising of 1798,” History Today, vol. 48 no. 6 (June 1998): 12-13.
Group Two Readings:
 Eileen Reilly, “Who Fears to Speak of 98? The Rebellion in Historical Novels 1880-1914,”
Eighteenth Century Life, vol. 22 no. 3 (November 1998): 118-127.
 Michael Durey, “The Fate of the Rebels after 1798,” History Today, vol. 48 no. 6 (June
1998): 21-27.
Group Three Readings:
 Virginia Crossman, “The Shan Van Vocht: Women, Republicanism, and the
Commemoration of the 1798 Rebellion,” Eighteenth Century Life, vol. 22. no. 3
(November 1998): 128-139.
 Peter Berresford Ellis, A History of the Irish Working Class (London and Chicago: Pluto
Press, 1996): 70-81.
Group Four Readings:
 R.B. McDowell, “The Protestant Nation 1775-1800,” in The Course of Irish History, ed.
T.W. Moody & F.X. Martin (Boulder, CO: Roberts Rinehart, 1996): 232-247.
23 January
Daniel O’Connell & Catholic Emancipation
Group One Readings:
 J.H. Whyte, “The Age of Daniel O’Connell,” in The Course of Irish History, ed. T.W.
Moody & F.X. Martin (Boulder, CO: Roberts Rinehart, 1996): 248-262.
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 David George Boyce, Nineteenth Century Ireland (Savage, MD: Barnes & Noble, 1990):
34-57.
Group Two Readings:
 Peter Berresford Ellis, A History of the Irish Working Class (London and Chicago: Pluto
Press, 1996): 96-121.
 Kevin Nowlan, “Catholic Emancipation,” in Milestones in Irish History, ed. Liam de Paor
(Cork: Mercier Press, 1986): 95-105.
Group Three Readings:
 Lawrence J. McCaffrey, Daniel O’Connell and the Repeal Year (Lexington: University of
Kentucky Press, 1966): 1-50.
Group Four Readings:
 Lawrence J. McCaffrey, Daniel O’Connell and the Repeal Year (Lexington: University of
Kentucky Press, 1966): 51-91.
25 January
The Poor Law
Group One Readings:
 John O’Connor, The Workhouses of Ireland: The Fate of Ireland’s Poor (Dublin: Anvil
Books, 1995): 47-119.
Group Two Readings:
 John O’Connor, The Workhouses of Ireland: The Fate of Ireland’s Poor (Dublin: Anvil
Books 1995): 17-46.
Group Three Readings:
 Anna Clark, “Wild Workhouse Girls and the Liberal Imperial State in Mid-Nineteenth
Century Ireland,” Journal of Social History, vol. 39, no. 2 (Winter 2005): 389-409.
 Joseph Robins, The Lost Children: A Study of Charity Children in Ireland 1700-1900
(Dublin: Institute of Public Administration, 1980): 148-175.
Group Four Readings:
 Virginia Crossman, “The New Ross Workhouse Riot of 1887: Nationalism, Class, and the
Irish Poor Laws,” Past and Present, no. 179 (May 2003):135-158.
 Virginia Crossman, “Viewing Women, Family, and Sexuality Through the Prism of the
Irish Poor Laws,” Women’s History Review, vol. 15, no. 4 (September 2006): 541-550.
30 January
The Catholic Church in the Nineteenth Century
Group One Readings:
 J.J. Lee, “Women and the Church Since the Famine,” The Irish Women’s Studies Reader
(London and New York: Routledge, 2001): 133-138.
Group Two Readings:
 Tom Inglis, Moral Monopoly: The Rise and Fall of the Catholic Church in Modern Ireland
(Dublin: University College Dublin Press, 1998): 102-128.
Group Three Readings:
 John Newsinger, “The Catholic Church in Nineteenth-Century Ireland,” European History
Quarterly, vol. 25, no. 2 (April 1995): 247-267.
Group Four Readings:
 Michael Carroll, “Rethinking Popular Catholicism in Pre-Famine Ireland,” Journal for the
Scientific Study of Religion, vol. 34, no. 3 (September 1995): 354-365.
1 February
The “Great” Famine
Group One Readings:
 Margaret Kelleher, “Hunger and History: Monuments to the Great Irish Famine,” Textual
Practice, vol. 16, no. 2 (Summer 2002): 249-276.
 Niall Ciosain, “Approaching a Folklore Archive: The Irish Folklore Commission and the
Memory of the Great Famine,” Folklore, vol. 115 no. 2 (August 2004): 222-232.
Group Two Readings:
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 Michael De Nie, “The Famine, Irish Identity, and the British Press,” Irish Studies Review,
vol. 6 no. 1 (April 1998): 27-35.
 Peter Quinn, “The Tragedy of Bridget Such-a-one,” American Heritage, vol. 48 no. 8
(December 1997): 36-49.
 Kinealy, Christine, “How Politics Fed the Famine,” Natural History, vol. 105 no. 1
(January 1996): 33-35.
Group Three Readings:
 T.W. Moody and F.X. Martin. The Course of Irish History. Boulder, CO: Roberts Rinehart
Publishers, 1995: 263-274.
 Joseph Robins. The Lost Children: A Study of Charity Children in Ireland. Dublin: Institute
of Public Administration, 1980. pp. 176-221.
Group Four Readings:
 Thomas Gallagher, Paddy’s Lament: Ireland 1846-1857 Prelude to Hatred (Orlando, FL:
Harcourt Brace Jovanovich, 1982): 3-67.
6 February
Film: Out of Ireland
8 February
Emigration
Group One Readings:
 Timothy Hatton, “After the Famine: Emigration from Ireland 1850-1913,” Journal of
Economic History, vol. 53 no. 3 (September 1993): 575-600.
Group Two Readings:
 Deirdre Mageean, “Emigration from Irish Ports,” Journal of American Ethnic History, vol.
13 no. 1 (Fall 1993): 6-30.
Group Three Readings:
 Lynn Lees, “Mid-Victorian Migration and the Irish Family Economy,” Victorian Studies,
vol. 20 no. 1 (Autumn 1976): 25-43.
 Dympna McLoughlin, “Superfluous and Unwanted Deadweight: the Emigration of
Nineteenth-Century Irish Pauper Women,” in Irish Women and Irish Migration, ed. Patrick
O’Sullivan (London and Washington: Leicester University Press, 1997): 66-88.
Group Four Readings:
 Maureen Murphy, “The Fionnuala Factor: Irish Sibling Emigration at the Turn of the
Century,” in Gender and Sexuality in Modern Ireland, ed. Anthony Bradley and Maryann
Gialanella Valiulis (Amherst, MA: University of Massachusetts Press, 1997): pp. 85-101.
 David Harman Akeson, “Women and the Irish Diaspora: The Great Unknown,” in The
Irish Women’s History Reader, ed. Alan Hayes and Diane Urquehart. London: Routledge,
2001. pp. 161-167.
13 February
Land League, Fenianism, and Political Agitation
Group One Readings:
 Katherine Bailey, “Charles Stewart Parnell,” British Heritage, vol. 21 no. 1 (December
1999/January 2000): 14-17.
 John E. Pomfret, The Struggle for Land in Ireland 1800-1923 (New York: Russell &
Russell, 1969): 97-131.
Group Two Readings:
 Timothy Guinnane and Ronald Miller, “Bonds Without Bondsmen: Tenant Rights in
Nineteenth Century Ireland,” Journal of Economic History, vol. 56 no. 1 (March 1996):
113-142.
 Joseph Lee, “The Land War,” Milestones in Irish History (Cork: Mercier Press, 1986):
106-116.
Group Three Readings:
 Ann Kane, “Narratives of Nationalism: Constructing Irish National Identity During the
Land War, 1879-1882,” National Identities, vol. 2 no. 3 (November 2000): 245-264.
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 Barbara Lewis Solow, The Land Question and the Irish Economy 1870-1903 (Cambridge:
Harvard University Press, 1971): 1-14.
Group Four Readings:
 T.W. Moody, “Fenianism, Home Rule, and the Land War,” in The Course of Irish History,
ed. T.W. Moody and F.X. Martin (Boulder, CO: Robert Rinehart, 1996): 275-293.
 Peter Berresford Ellis, A History of the Irish Working Class (London and Chicago, Pluto
Press, 1996): 152-166.
15 February
Gaelic League, the Irish Language, and “Irishness”
Group One Readings:
 A.C. Hepburn, “Language, Religion, and National Identity in Ireland Since 1880,”
Perspectives on European Politics and Society, vol. 2 no. 2 (August 2001): 197-220.
 Richard B. Walsh, “The Death of the Irish Language,” in Milestones in Irish History, ed.
Liam de Paor (Cork: Mercier Press, 1986): 84-94.
Group Two Readings:
 Seamus O’Buchalla, “Education Policy and the Role of the Irish Language, 1831-1981,”
European Journal of Education, vol. 19 no. 1 (1984): 75-91.
 Janette Condon, “The Patriotic Children’s Treat: Irish Nationalism and Children’s Culture
at the Twilight of Empire,” Irish Studies Review, vol. 8 no. 2 (August 2000): 167-178.
Group Three Readings:
 Michael Mullan, “Opposition, Social Closure, and Sport: The Gaelic Athletic Association
in the Nineteenth Century,” Sociology of Sport Journal, vol. 12 no. 3 (1995): 268-289.
 Donal McCartney, “The Founding of the Gaelic League,” Milestones in Irish History, ed.
Liam de Paor (Cork: Mercier Press, 1986): 117-127.
Group Four Readings:
 Terence Brown, Ireland: A Social and Cultural History, 1922 to the Present (Ithaca and
London: Cornell University Press, 1985): 37-61.
 Timothy White, “Where Myth and Reality Meet: Irish Nationalism in the First Half of the
Twentieth Century,” European Legacy, vol. 4 no. 4 (August 1999): 49-57.
20 February
Home Rule
Group One Readings:
 Simon Lemieux, “Britain and Ireland 1798-1921: Changing the Question or Altering the
Answers?” History Review, no. 52 (September 2005): 37-41.
 Jeremy Smith, “Bluff, Bluster, and Brinksmanship: Andrew Bonar Law on the Third Home
Rule Bill,” Historical Journal, vol. 36 no. 1 (March 1993): 161-178.
 James Loughlin, “Joseph Chamberlain, English Nationalism and the Ulster Question,”
History, no. 250 (June 1992): 202-219.
Group Two Readings:
 James McConnell, “The Franchise Factor in the Defeat of the Irish Parliamentary Party,
1885-1918,” Historical Journal, vol. 47 no. 2 (June 2004): 355-377.
 A.C. Hepburn, The Conflict of Irish Nationality (New York: St. Martin’s Press, 1980): 7282.
 Orla Finnegan and Ian Cawood, “The Fall of Parnell,” History Review, no. 47 (December
2003): 38-43.
Group Three Readings:
 David George Boyce, The Irish Question and British Politics, 1868-1996 (New York: St.
Martin’s Press, 1996): 18-48.
 Robert Redmond, “Ireland’s Forgotten Patriot,” Contemporary Review, vol. 265 no. 1542
(July 1994): 16-21.
Group Four Readings:
 R. Dudley Edwards, A New History of Ireland (Toronto: University of Toronto Press,
1972): 181-212.
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 Roy Foster, “Together and Apart: Anglo-Irish Agreements 1886-1986,” History Today,
vol. 36 no. 5 (May 1986): 6-9.
22 February
Suffrage, Feminism, and Nationalism
Group One Readings:
 Louise Ryan, “A Question of Loyalty: War, Nation, and Feminism in Early TwentiethCentury Ireland,” Women’s Studies International Forum, vol. 20 no. 1 (January/February
1997): 21-32.
Group Two Readings:
 Margaret Ward, “Nationalism, Pacifism, Internationalism: Louie Bennett, Hanna SheehySkeffington, and the Problems of ‘Definining Feminism’”, in Gender and Sexuality in
Modern Ireland (Amherst: University of Massachusetts Press, 1997): 60-84.
Group Three Readings:
 Margaret Ward, “Feminism and Nationalism in Ireland: Can We Learn from History?”
Journal of Gender Studies, vol. 1 no. 4 (November 1992): 492-499.
Group Four Readings:
 Rosemary Cullen Owens, “Votes for Women,” in The Irish Women’s History Reader, ed.
Alan Hayes and Diane Urquhart (London and New York: Routledge, 2001): 37-43.
27 February
Unionism in Northern Ireland
Group One Readings:
 David George Boyce, Nineteenth Century Ireland (Savage, MD: Barnes & Noble, 1990):
185-212.
Group Two Readings:
 Matthew Kelly, “The Politics of Protestant Street Preaching in 1890s Ireland,” Historical
Journal, vol. 48 no. 1 (March 2005): 101-125.
Group Three Readings:
 Alan Bairner, “Political Unionism and Sporting Nationalism: An Examination of the
Relationship Between Sport and National Identity Within the Ulster Unionist Tradition,”
Identities, vol. 10 no. 4 (October-December 2003): 517-535.
 Rachel Ward, “Invisible Women: The Political Role of Unionist and Loyalist Women in
Contemporary Northern Ireland,” Parliamentary Affairs, vol. 55 no. 1 (January 2002): 167178.
 John Stocks Powell, “Dividing Ireland 1912-1914,” History Today, vol. 27 no. 10 (October
1977): 258-266.
Group Four Readings:
 Nicholas Mansergh, “The Unionist Party and the Union 1886-1916: An Unresolved
Dilemma,” in Nationalism and Independence: Selected Irish Papers, ed. Diana Mansergh
(Cork: Cork University Press, 1997): 3-11.
 Diane Urquhart, “’The Female of the Species is More Deadlier than the Male’? The Ulster
Women’s Unionist Council 1911-1940,” in The Irish Women’s History Reader (London
and New York: Routledge, 2001): 50-57.
 A.C. Hepburn, The Conflict of Nationality in Modern Ireland (New York: St. Martin’s
Press, 1980): 21-39.
1 March
Film: Shake Hands with the Devil
6 March
Easter 1916
Group One Readings:
 David Leeson, “Death in the Afternoon: The Croke Park Massacre,” Canadian Journal of
History, vol. 38 no. 1 (April 2003): 43-67.
Group Two Readings:
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 Peter Hart, “The Social Structure of the Irish Republican Army 1916-1923,” Historical
Journal, vol. 42 no. 1 (March 1999): 207-231.
Group Three Readings:
 Paul Bew, “Moderate Nationalism and the Irish Revolution 1916-1923,” Historical Review,
vol. 42, no. 3 (September 1999): 729-750.
Group Four Readings:
 Margaret Ward, “Marginality and Militancy: Cumann na mBan, 1914-1936,” in The Irish
Women’s History Reader, ed. Alan Hayes and Diane Urquehart (London: Routledge,
2001): pp. 58-63
 Charles Townshend, “Soldiers Are We,” History Today, vol. 56 no. 4 (April 2006): 27-29.
 Phil Chapple, “Dev: The Career of Eamon de Valera,” History Review, no. 53 (December
2005): 28-33.
8 March
Black and Tan War/Civil War
Group One Readings:
 Richard Welch, “The IRA’s Guerrilla Wars,” Military History, vol. 20 no. 1 (April 2003): 5864.
 Keiko Inoue, “Dail Propaganda and the Irish Self-Determination League of Great Britain
During the Anglo-Irish War,” Irish Studies Review, vol. 6 no. 1 (April 1998): 47-53.
Group Two Readings:
 John Boland, “Images of the Irish Civil War,” World of Hibernia, vol. 5 no. 1 (Summer
1999): 68-77.
 Louise Ryan, “’Drunken Tans’: Representations of Sex and Violence in the Anglo-Irish
War,” Feminist Review, no. 66 (Autumn 2000): 73-94.
Group Three Readings:
 Bill Kissane, “Explaining the Intractability of the Irish Civil War,” Civil Wars, vol. 3 no. 2
(Summer 2000): 65-88.
Group Four Readings:
 Tom Garvin, 1922: The Birth of Irish Democracy (Dublin: Gill and MacMillan, 1996): 2762.
13 March
Northern Ireland after 1922
Group One Readings:
 Laura K. Donohue, “Regulating Northern Ireland: The Special Powers Act 1922-1972,”
Historical Journal, vol. 41 no. 4 (December 1998): 1089-1120.
 Nicholas Mansergh, “Northern Ireland: The Past,” in Nationalism and Independence:
Selected Irish Papers, ed. Diana Mansergh (Cork: Cork University Press, 1997): 12-22.
Group Two Readings:
 Ronnie Munck, “The Making of the Troubles in Northern Ireland,” Journal of
Contemporary History, vol. 27 no. 2 (April 1992): 211-229.
 Sabine Wichert, Northern Ireland Since 1945 (London and New York: Longman, 1991):
11-35.
Group Three Readings:
 J.J. Lee, Ireland 1912-1985: Politics and Society (Cambridge: Cambridge University
Press, 1989): 411-457.
Group Four Readings:
 A.C. Hepburn, The Conflict of Irish Nationality (New York: St. Martin’s Press, 1980): 150178.
 J.L. McCracken, “Northern Ireland 1921-1966,” in The Course of Irish History, ed. T.W.
Moody and F.X. Martin (Boulder, CO: Robert Rinehart, 1996): 313-323.
15 March
Government and Society after Independence
Group One Readings:
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 Kevin C. Kearns, Dublin Tenement Life: An Oral History (Dublin: Gill and MacMillan,
1994): 25-60.
 Dermot Keogh, “Church, State, and Society,” in De Valera’s Constitution and Ours, ed.
Brian Farrell (Dublin: Gill and MacMillan, 1988): 103-122.
Group Two Readings:
 Jacinta Prunty, Dublin Slums 1800-1925: A Study in Urban Geography (Dublin: Irish
Academic Press, 1998): 153-194.
Group Three Readings:
 Gearóid Ó Tuathaigh, “The Irish Nation-State in the Constitution,” in De Valera’s
Constitution and Ours, ed. Brian Farrell (Dublin: Gill and MacMillan, 1988): 46-60.
 Nicholas Canny, “The Birth of the Modern Constitution,” in De Valera’s Constitution and
Ours, ed. Brian Farrell (Dublin: Gill and MacMillan, 1988): 1-17.
 Patrick Lynch, “The Irish Free State and the Republic of Ireland 1921-1966,” The Course
of Irish History (Boulder, CO: Robert Rinehart, 1995): 324-341.
Group Four Readings:
 Terence Brown, Ireland: A Social and Cultural History, 1922 to the Present (Ithaca and
London: Cornell University Press, 1985): 109-131.
 Tom Garvin, 1922: The Birth of Irish Democracy (Dublin: Gill and MacMillan, 1996): 123155.
20 March
The Catholic Church and the Irish State
Group One Readings:
 John Turpin, “Visual Culture and Catholicism in the Irish Free State, 1922-1949,” Journal
of Ecclesiastical History, vol. 57, no. 1 (January 2006): 55-77.
 James Smith, “The Politics of Sexual Knowledge: The Origins of Ireland’s Containment
Culture and the Carrigan Report (1931),” Journal of the History of Sexuality, vol. 13, no. 2
(April 2004): 208-233.
Group Two Readings:
 Dermot Keogh, Ireland and the Vatican: The Politics and Diplomacy of Church-State
Relations 1922-1960 (Cork: Cork University Press, 1995): 93-159.
Group Three Readings:
 J.H. Whyte, Church and State in Modern Ireland 1923-1979 (Dublin: Gill and MacMillan,
1980): 24-61.
Group Four Readings:
 Dermot Keogh, Ireland and the Vatican: The Politics and Diplomacy of Church-State
Relations 1922-1960 (Cork: Cork University Press, 1995): 1-35.
 Louise Fuller, “Religion, Politics, and Socio-Cultural Change in Twentieth-Century
Ireland,” European Legacy, vol. 10, no. 1 (February 2005): 41-54.
22 March
Morality, Social Attitudes, and “Deviance”
Group One Readings:
 Sandra McAvoy, “The Regulation of Sexuality in the Irish Free State, 1929-1935,” in
Medicine, Disease, and the State in Ireland 1650-1940, ed. Elizabeth Malcolm & Greta
Jones. Cork: Cork University Press, 1999. pp. 253-266.
 Maria Luddy, “Moral Rescue and Unmarried Mothers in Ireland in the 1920s,” Women’s
Studies, vol. 30 no. 6 (December 2001): pp. 797-817
Group Two Readings:
 Paul Michael Garrett, “The Abnormal Flight: the Migration and Repatriation of Irish
Unmarried Mothers,” Social History, vol. 25 no. 3 (October 2000): pp. 330-343.
 Chrystel Hug, “Moral Order and the Liberal Agenda in the Republic of Ireland,” New
Hibernia Review, vol. 5 no. 4 (Winter 2001): 22-41.
Group Three Readings:
 Mary Raftery and Eoin O’Sullivan. Suffer the Little Children: The Inside Story of Ireland’s
Industrial Schools. Dublin: New Island Books, 1999, pp. 11-28; pp. 89-109.
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 Gearóid Ó hAllmhuráin, “Dancing on the Hobs of Hell: Rural Communities in Clare and
the Dance Halls Act of 1935,” New Hibernia Review, vol. 9 no. 4 (Winter 2005): 9-18.
Group Four Readings:
 Barry Coldery, “A Mixture of Caring and Corruption: Church Orphanages and Industrial
Schools,” Studies vol. 89 no. 353 (Spring 2000), pp. 7-18.
 Barbara O’Connor, “Sexing the Nation: Discourses of the Dancing Body in Ireland in the
1930s,” Journal of Gender Studies, vol. 14 no. 2 (July 2005): 89-105.
27 March
SPRING BREAK: NO CLASS
29 March
SPRING BREAK: NO CLASS
3 April
Discussion of Papers
5 April
Women and Gender
Group One Readings:
 Mary Daly, “Marriage, Fertility, and Women’s Lives in Twentieth Century Ireland,”
Women’s History Review, vol. 15 no. 4 (September 2006): 571-585.
 Yvonne Scannell, “The Constitution and the Role of Women,” in de Valera’s Constitution
and Our Own, ed. Brian Farrell (Dublin: Gill and Macmillan, 1988): pp. 123-136
Group Two Readings:
 Mary Daly, “Women in the Irish Free State 1922-1939: The Interaction Between
Economics and Ideology,” Journal of Women’s History, vol. 6/7 no. 4/1 (Winter/Spring
1995): 99-116.
 Catriona Clear, “A Specialised Vocation?’ Perceptions of Women, Domesticity, and
Public Life 1923-1943, in Women of the House: Women’s Household Work in Ireland
1922-1961 (Dublin: Irish Academic Press, 2000): 27-45.
Group Three Readings:
 Pauric Travers, “There Was Nothing for me There: Irish Female Emigration, 1922-1971,”
in Irish Women and Irish Migration, ed. Patrick O’Sullivan (London and Washington:
Leicester University Press, 1997): 146-167.
 Maryann Valiulis, “Neither Feminist Nor Flapper: The Ecclesiastical Construction of the
Ideal Irish Woman,” The Irish Women’s History Reader (London and New York:
Routledge, 2001): 152-158.
Group Four Readings:
 Mary Daly, “’Oh, Kathleen ni Houlihan, your way’s a thorny way!’ The condition of women
in twentieth century Ireland,” in Gender and Sexuality in Modern Ireland, ed. Anthony
Bradley and Maryann Gialanella Valiulis (Amherst, MA: University of Massachusetts
Press, 1997): pp. 102-126.
 Louise Ryan, “Constructing ‘Irishwoman’: Modern Girls and Comely Maidens,” Irish
Studies Review, vol. 6 no. 3 (1998): 263-272.
10 April
Film: Bloody Sunday
12 April
Film: Bloody Sunday
17 April
Civil Rights and “the Troubles”
Group One Readings:
 Sabine Wichert, Northern Ireland Since 1945 (London and New York: Longman, 1991):
84-114.
Group Two Readings:
 Orla Muldoon, “Children of the Troubles: The Impact of Political Violence in Northern
Ireland,” Journal of Social Issues, vol. 60 no. 3 (September 2004): 453-468.
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 Christopher Hewitt, “Catholic Grievances, Catholic Nationalism and Violence During the
Civil Rights Period: A Reconsideration,” British Journal of Sociology, vol. 32 no. 3
(September 1981): 362-380.
Group Three Readings:
 Monica McWilliams, “Struggling for Peace and Justice: Reflections on Women’s Activism
in Northern Ireland,” Journal of Women’s History, vol. 6/7 no. 4/1 (Winter/Spring 1995):
13-39.
 Paul Bew, “The Role of the Historical Advisor and the Bloody Sunday Tribunal,” Historical
Research, vol. 78 issue 199 (February 2005): 113-127.
Group Four Readings:
 Padraig O’Malley. Biting at the Grave: The Irish Hunger Strikes and the Politics of
Despair. Boston: Beacon Press, 1990. pp. 3-9; 17-25; 58-65; 102-117; 137-153; 211-221.
19 April
Paramilitaries and Political Violence
Group One Readings:
 Timothy White, “Law, the State, and Republicanism in Ireland,” Journal of Social,
Political, and Economic Studies, vol. 22 no. 4 (Winter 1997): 417-432.
 T.K. Daniel, “Myth and Militants: A New Look at the Ulster Loyalist,” Political Studies, vol.
24 no. 4 (December 1976): 455-461.
Group Two Readings:
 Bill Rolston, “Dealing with the Past: Pro-State Paramilitaries, Truth, and Transition in
Northern Ireland,” Human Rights Quarterly, vol. 28 no. 3 (August 2006): 652-675.
Group Three Readings:
 Steve Bruce, The Edge of the Union (Oxford: Oxford University Press, 1994): 1-36.
Group Four Readings:
 Brendan O’Duffy, “Violence in Northern Ireland 1969-1994: Sectarian or ethno-national?”
Ethnic and Racial Studies, vol. 18 no. 4 (October 1995): 740-772.
24 April
Northern Peace Process
Group One Readings:
 Abraham Miller, “Preserving Liberty in a Society Under Siege: The Media and the
‘Guildford Four’”, Terrorism and Political Violence, vol. 2 no. 3 (Autumn 1990): p. 305323.
 Paul Stewart, “The Good Friday Agreement, the Decommissioning of IRA Weapons, and
the Unionist Veto,” Capital and Class, no. 69 (Autumn 1999): 1-6.
Group Two Readings:
 Eamonn O’Kane, “Anglo-Irish Relations and the Northern Ireland Peace Process: From
Exclusion to Inclusion,” Contemporary British History, vol. 18 issue 1 (Spring 2004): 7899.
Group Three Readings:
 Brenda Lutz, et al, “The Trial of the Guildford Four: Government Error or Government
Persecution,” Terrorism and Political Violence, vol. 14 no. 4 (Winter 2002): p. 113-130.
 Gerard Delanty, “Negotiating the Peace in Northern Ireland,” Journal of Peace Research,
vol. 32 no. 3 (August 1995): 257-264.
Group Four Readings:
 John Coakley, “Ethnic Conflict and its Resolution: The Northern Ireland Model,”
Nationalism and Ethnic Politics, vol. 9 no. 3 (Autumn 2003): 25-53.
26 April
Ireland Since the 1960s – Change or Status Quo?
Group One Readings:
 Brian Girvin, “Social Change and Moral Politics: The Irish Constitutional Referendum
1983,” Political Studies, vol. 34 no. 1 (March 1986): 61-81.
Group Two Readings:
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 Moira Maguire, “The Chancing Face of Catholic Ireland: Liberalism and Conservatism in
the Kerry Babies and Ann Lovett Scandals,” Feminist Studies, vol. 27 no. 2 (Summer
2001): 335-358.
Group Three Readings:
 Brendan Rapple, “The Modernization of Ireland: Gains and Losses,” Contemporary
Review, vol. 281 vol. 1641 (October 2002): 207-212.
 Robert Redmond, “Can We Learn from Irish History?” Contemporary Review, vol. 264 no.
1539 (April 1994): 197-202.
Group Four Readings:
 Bill Kissane, “The Illusion of State Neutrality in a Secularising Ireland,” West European
Politics, vol. 26 no. 1 (January 2003): 73-94.
1 May Discussion of Papers
ROUGH DRAFTS DUE
3 May Discussion of Papers
Final papers are due electronically (i.e. in Word format as e-mail attachments) by 5 pm on
Monday, 7 May.
NOTE: The Instructor reserves the right to change the above schedule, readings, or lecture
topics.
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