Later Modern Ireland
Topic 1: Ireland and the Union, 1815-1870
| Perspective | Elements | Case studies |
|---|
| Society and economy | The Irish countryside, 1815; economic crisis, 1815-1850; the Famine; the post-Famine economy; emigration; education; impact of the railways; industrial development in Belfast. | Private responses to Famine, 1845 - 1849 |
| Politics and administration | Administrative and political structures under the Act of Union. O'Connell the campaigns for Emancipation and Repeal, achievements; the Tithe War; the Poor Law; Young Ireland. Government responses to Famine. Electoral reform; sectarianism in politics; Fenianism; Liberal reforms. | The campaign for Catholic Emancipation, 1823 - 1829 |
| Culture, religion and science | Developments in the creation of cultural and religious identities; the creative arts; developments in science and technology. | The Synod of Thurles, 1850, and the Romanisation of the Catholic Church |
In their study of the topic, students should become aware of the role of certain key personalities.
Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certainkey concepts.
Key personalities
Students should be aware of the contribution of the following to the developments listed under the elements above:
Daniel O'Connell; Thomas Davis; Charles Trevelyan; Charles Kickham; James Stephens; Asenath Nicholson; Mother MaryAikenhead; Cardinal Paul Cullen; William Carleton; William Dargan.
Key concepts
The Union; sectarianism; Catholic Emancipation; physical force republicanism; laissez- faire; economic depression; dowry;landlordism; famine; nation; ultramontanism; evangelicalism.
Topic 2: Movements for political and social reform, 1870-1914
| Perspective | Elements | Case studies |
|---|
| Politics and administration | The Home Rule movement: origins; development; leadership Butt, Parnell, Redmond. The Suffrage movement. The first Sinn Féin party. The Irish Volunteers.Unionism and the Ulster Question. | The elections of 1885 and 1886: issues and outcomes |
| Society and economy | Land agitation and land reform. Unionisation of the working classes. The Co-operative Movement. Industrial development in Belfast: the shipyards. Educational reforms: schools and universities. | Dublin 1913 - strike and lockout |
| Culture and religion | The GAA Cultural revivals: the Gaelic League, the Anglo-Irish Literary Revival. The consolidation of Catholic identity. | The GAA to 1891 |
In their study of the topic, students should become aware of the role of certain key personalities.
Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certainkey concepts.
Key personalities
Students should be aware of the contribution of the following to the developments listed under the elements above:
Charles Stewart Parnell; John Redmond; Edward Carson; Isabella Tod; Hanna Sheehy-Skeffington; James Connolly; MichaelDavitt; James Larkin; Douglas Hyde; W.B. Yeats.
Key concepts
Democracy; Home Rule; separatism; militarism; socialism; feminism; political agitation; anglicisation/de-anglicisation; IrishIreland; Anglo-Irish; suffragette.
Topic 3: The pursuit of sovereignty and the impact of partition, 1912-1949
| Perspective | Elements | Case Studies |
|---|
| Politics and administration | The Home Rule Bill, 1912-1914.
The impact of World War I; the 1916 Rising; the rise of the second Sinn Féin party; the 1918 election; the War of Independence; Partition;Treaty and Civil War. State building and the consolidation of democracy; from Free State to Republic.
Northern Ireland the Unionist Party in power. The impact of World War II, North and South. Anglo-Irish relations. | The Treaty negotiations, October-December, 1921 |
| Society and economy | Impact of partition on economy and society; impact of world economic crisis; from free trade to protectionism; impact of World War II. | Belfast during World War II |
| Culture and religion | State and culture, North and South: language, religion and education; promotion of cultural identity. | The Eucharistic Congress, 1932 |
In their study of the topic, students should become aware of the role of certain key personalities.
Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certainkey concepts.
Key personalities
Students should be aware of the contribution of the following to the developments listed under the elements above:
Patrick Pearse; Éamon de Valera; Arthur Griffith; Michael Collins; Countess Markievicz; W. T. Cosgrave; James J.McElligott; James Craig; Richard Dawson Bates; Evie Hone.
Key concepts
Sovereignty; partition; Ulster Unionism; allegiance; physical force; IRB/IRA; "blood sacrifice"; dominion status; republic; freetrade; protectionism; neutrality; discrimination; conformity/censorship.
Topic 4: The Irish diaspora, 1840-1966
| Perspective | Elements | Case studies |
|---|
| Politics and administration | The main trends in Irish emigration by origin, destination and type of emigrant; their occupations and where they settled in the country of immigration: pre-1845; the Famine decade, 1845-1855; 1855-1914; 1920-1966. Increased restriction and regulation of emigration after 1920. | Grosse Isle |
| Society and economy | Anti-Irish sentiment in both US and Britain in the 19th century; Irish participation in politics in the USA and in Britain; the Molly Maguires; Irish nationalism as an international force from the Famine to independence; the anti-partition campaign; Ulster Unionist efforts to lobby for international support among Ulster emigrants. | De Valera in America, June, 1919-December, 1920 |
| Culutre and religion | Role of Catholic Church and GAA in sustaining a sense of Irishness among emigrants; Irish missionaries in Africa and Asia. Role of Protestant churches in fostering an UlsterScottish identity.The Orange Order in Canada and Australia. The creation of Irish images through film and music. Links between Ireland and the wider Irish community through tourism and heritage. The impact of John F. Kennedy. | The Holy Ghost mission to Nigeria, 1945-1966 |
In their study of the topic, students should become aware of the role of certain key personalities.
Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certainkey concepts.
Key personalities
Students should be aware of the contribution of the following to the developments listed under the elements above:
John Devoy; Andrew Bonar Law; Joe Kennedy; Boss Croker; Archbishop Mannix; Domhnall Mac Amhlaigh; Paul O'Dwyer;Bishop Edward Galvin; Maureen O'Hara; Mother Mary Martin.
Key concepts
Pre-paid passages; chain-emigration; emigrants' remittances; discrimination; assimilation; "Ireland's spiritual empire".
Topic 5: Politics and society in Northern Ireland, 1949-1993
| Perspective | Elements | Case studies |
|---|
| Politics and administration | From Brookeborough to O'Neill; the Civil Rights movement; emergence of the Provisional IRA; the fall of Stormont; Direct Rule; Republican and Loyalist terrorism; Sunningdale and power-sharing; the Anglo-Irish Agreement, 1985. The Republic responses to the "Troubles". The Downing Street Declaration, 1993. | The Sunningdale Agreement and the power-sharing executive, 1973-1974 |
| Society and economy | Impact of Welfare State: education, health, housing. Social and economic developments prior to 1969. Impact of the "Troubles": (a) the economy; (b) society education, health, housing. | The Coleraine University controversy |
| Culture and religion | Religious affiliation and cultural identity; ecumenism; cultural responses to the "Troubles". | The Apprentice Boys of Derry |
In their study of the topic, students should become aware of the role of certain key personalities.
Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certainkey concepts.
Key personalities
Students should be aware of the contribution of the following to the developments listed under the elements above:
Terence O'Neill; Conn and Patricia McCluskey; Bernadette Devlin; Ian Paisley; Brian Faulkner; John Hume; JamesMolyneaux; Margaret Thatcher; Gerry Adams; Seamus Heaney.
Key concepts
Civil Rights; gerrymandering; terrorism; power sharing; sectarianism; bigotry; tolerance and intolerance; cultural traditions;cultural identity; ecumenism; propaganda.
Topic 6: Government, economy and society in the Republic of Ireland, 1949-1989
| Perspective | Elements | Case studies |
|---|
| Politics and administration | Alternating governments and their economic and social policies, 1948-1959. Economic planning; the move to Free Trade. Changes in education, health and social welfare provision. Economic and social challenges of the 1970s and1980s. Anglo-Irish relations, 1949-1989. Increasing international involvement the UN and the EEC. | The First Programme for Economic Expansion, 1958 - 1963 |
| Society and economy | Demographic change. Social change status of women, housing, schools, amenities. Economic change and its social consequences; the impact of EEC membership. | Impact of the EEC on fisheries |
| Culture, religion and science | Changing attitudes towards Irish language and culture; the impact of television; the impact of Vatican II; the impact of the communications revolution | The impact of RTÉ, 1962 - 1972 |
In their study of the topic, students should become aware of the role of certain key personalities.
Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certainkey concepts.
Key personalities
Students should be aware of the contribution of the following to the developments listed under the elements above:
T.K. Whitaker; Seán Lemass; Archbishop J. C. McQuaid; Jack Lynch; Charles Haughey; Garret FitzGerald; Sylvia Meehan;Mary Robinson; Breandán Ó hEithir; Gay Byrne.
Key concepts
Economic planning; free trade; common market; equality of opportunity; ecumenism; secularisation; balance of payments;discrimination; censorship; pluralism; liberalisation.
Later Modern Europe and the Wider World
Topic 1: Nationalism and state formation in Europe, 1815-1871
| Perspective | Elements | Case studies |
|---|
| Politics and administration | The Germanic lands from Confederation to Empire: the system of Metternich under attack. Autocracy in the East: Balkan nationalism; Greece and Serbia. Italy moves towards unity. The State in France: monarchy, republic and Empire. | The 1848 Revolution in Germany |
| Society and economy | The changing agricultural economy in the West; serfdom in Russia. Industrialisation: trade unionism and socialism; mass politics. Urban growth and migration Primary education: increased literacy. | Robert Owen's model village at New Lanark |
| Culture, religion and science | City planning. Cultural nationalism: music, art, literature and language. The churches and social change: France and Great Britain. Developments in science: electricity, biology and technology. | Haussmann's Paris |
In their study of the topic, students should become aware of the role of certain key personalities.
Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certainkey concepts.
Key personalities
Students should be aware of the contribution of the following to the developments listed under the elements above:
Clemens Metternich; Giuseppe Mazzini; Karl Marx; Mikhail Bakunin; Feargus O'Connor; Napoleon III; Victor Hugo;Charles Darwin; Otto von Bismarck; Robert Peel.
Key concepts
Nationalism; autocracy; democracy; liberalism; serfdom; industrialisation / "Industrial Revolution"; laissez-faire; Chartism;socialism; romanticism.
Topic 2: Nation states and international tensions, 1871-1920
| Perspective | Elements | Case studies |
|---|
| Politics and administration | The Second Reich and the changing balance of power; Anglo- and Franco-German tensions; Bismarck's foreign policy. The structures of European diplomacy; the New Imperialism and colonial rivalries; Wilhelm II and Weltpolitik. Serbia as a fulcrum of Great Power rivalry. The Second International. The outbreak of war in 1914; the conduct of war; war and revolution; the Peace Settlement. | The naval policy of Wilhelm II |
| Society and economy | Economic growth and social tensions: industrialisation in Germany and its impact on society; industrialisation and economic crisis in Tsarist Russia; the impact of war on society and economy. | Women in the workforce during World War I |
| Culture, religion and science | Expression of national identity through literature and the arts; the literature of World War I. Church/State tensions in Germany and Italy. Anti-Semitism in France and Russia. Key developments in science, technology and medicine. | The invention and early history of the motor car |
In their study of the topic, students should become aware of the role of certain key personalities.
Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certainkey concepts.
Key personalities
Students should be aware of the contribution of the following to the developments listed under the elements above:
Otto von Bismarck; Wilhelm II; Douglas Haig; Woodrow Wilson; the Krupp family; Rosa Luxemburg; Wilfred Owen; LeoXIII; Marie Curie; Karl Benz.
Key concepts
Balance of power; nationalism; the New Imperialism; world war; war of attrition; conscription; self-determination; warguilt; anti-Semitism.
Topic 3: Dictatorship and democracy in Europe, 1920-1945
| Perspective | Elements | Case studies |
|---|
| Politics and administration | Origins and growth of the fascist regimes in Europe; the Nazi state in peace and war. Communism in Russia: the regimes of Lenin and Stalin; the Stalinist state in peace and war. France: the Third Republic, 1920-1940, and the Vichy state. Wartime alliances, 1939-1945. | Stalin's show trials |
| Society and economy | Economic and social problems of the inter-war years, with particular reference to Britain and Germany. The Soviet alternative. Society during World War II: the Home Front; rationing/evacuees; refugees; collaboration/resistance. Anti-Semitism and the Holocaust. | The Jarrow March, October 1936 |
| Culture, religion and science | Nazi propaganda State control and use of mass media. Church-state relations under Mussolini and Hitler. Anglo-American popular culture in peace and war: radio and cinema. The technology of warfare. | The Nuremberg Rallies |
In their study of the topic, students should become aware of the role of certain key personalities.
Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certainkey concepts
Key personalities
Students should be aware of the contribution of the following to the developments listed under the elements above:
J. M. Keynes; Adolf Hitler; Benito Mussolini; Vladimir Ilyich Lenin; Josef Stalin; Winston Churchill; Joseph Goebbels; LeniRiefenstahl; Bing Crosby; Charlie Chaplin.
Key concepts
Inflation; the Depression; protectionism; collectivisation; communism; fascism; dictatorship; personality cult;totalitarianism; democracy; propaganda; anti-Semitism; herrenvolk; Reichskirche; the Holocaust; collaboration;resistance; lebensraum; blitzkrieg.
Topic 4: Division and realignment in Europe, 1945-1992
| Perspective | Elements | Case studies |
|---|
| Politics and administration | Origins of Cold War; division of Germany; "Sovietisation" of Eastern Europe; military alliances; main crises of Cold War; emergence of reform movements in Eastern Europe; collapse of Soviet Union; fragmentation and realignment in Europe. Moves towards European unity, 1945-1957; establishment and evolution of EEC. | The Hungarian Uprising, 1956 |
| Society and economy | The Western economies, 1945-1973: the era of economic growth; Marshall Aid; moves towards free trade; immigration; the Welfare State. The Western economies, 1973-1990: impact of the Oil Crisis; recession and the rise in unemployment. The Communist economies: problems and outcomes. Marriage, the family and the changing role of women. Affluence, leisure time and the consumer society. | The Oil Crisis, 1973 |
| Culture, religion and science | Literature and social criticism, East and West. Changing patterns in religious observance. Youth and popular culture (including sport) and the mass media. The impact of (a) advances in the biological sciences (b) nuclear power and (c) the computer. | The Second Vatican Council |
In their study of the topic, students should become aware of the role of certain key personalities.
Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certainkey concepts.
Key personalities
Students should be aware of the contribution of the following to the developments listed under the elements above:
Imre Nagy; Nikita Khrushchev; Pope John Paul II; Mikhail Gorbachev; Jean Monnet; Jacques Delors; Margaret Thatcher;Alexander Solzhenitsyn; Simone de Beauvoir; John Lennon.
Key concepts
Capitalism; communism; Sovietisation; Cold War; Iron Curtain; nuclear deterrence; détente; satellite state; glasnost; commonmarket; federal Europe; welfare state; feminism; dissident writer; ecumenical movement; mass media; information technology;pop star; teenager.
Topic 5: European retreat from empire and the aftermath, 1945-1990
| Perspective | Elements | Case studies |
|---|
| Politics and administration | Implications of World War II for European role in Asia; independence struggles and the reactions of the European powers (with particular reference to India, Indochina and East Indies); post-independence relations with the colonial power. British withdrawal from Palestine and origins of Arab-Israeli conflict; the Suez Crisis, 1956. Africa the "winds of change" (with particular reference to Algeria, Nigeria, the Congo,Tanzania and Angola); postindependence relations with the colonial power. | British withdrawal from India, 1945 - 1947 |
| Society and economy | Economic consequences of the process of de-colonisation; the Lomé Conventions; trade, aid and famine in postcolonial Africa; Julius Nyerere and the policy of ujamaa. Immigration patterns and policies in different European states Britain, France. | The secession of Katanga, 1960 - 1965 |
| Culture and religion | Tensions between indigenous culture and colonial culture; the spread of Islam and Christianity in Africa; the Islamic faith in Europe; cultural diversity in multi-racial Britain and France; English as a world language; post-colonial literature. | Race relations in France in the 1980s |
In their study of the topic, students should become aware of the role of certain key personalities.
Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certainkey concepts.
Key personalities
Students should be aware of the contribution of the following to the developments listed under the elements above:
Mohandas Gandhi; Ho Chi Minh; Achmad Sukarno; David Ben-Gurion; Gamal Abdul Nasser; Charles de Gaulle; SeseSeko Mobutu; a development worker in Africa; Nadine Gordimer; Chinua Achebe.
Key concepts
Colonial rule; assimilation; de-colonisation; Zionism; terrorism; tribalism; racism; (British) Commonwealth; (French)Union and Community; IMF; World Bank; transnational economy; NGO (non-governmental organisation); culturaldiversity; identity.
Topic 6: The United States and the world, 1945-1989
| Perspective | Elements | Case Studies |
|---|
| Society and economy | Sources of the US economic boom: the war, public investment and international financing, 1945-1968. The development of the US industrial structure: the multinational corporation, 1945-1968. The Vietnam War; the federal deficit; domestic recession; international competition from Japan and Europe, 1968-1989. Demographic growth; affluence consumerism, leisure, the role of work, the changing role of women and the family. Troubled affluence: racial conflict, urban poverty, drugs and crime | The Montgomery bus boycott, 1956 |
| Politics and administration | US politics: structures and tensions federal government and the states; the separation of powers. The Presidency from Roosevelt to Reagan. Domestic factors in US foreign policy: McCarthyism, the anti-war movement, race relations. US foreign policy, 1945-1972: Berlin, Korea, Cuba,Vietnam. Decline of Cold War certainties, 1973-1989: withdrawal from Vietnam, détente, SALT and Star Wars. | Lyndon Johnson and Vietnam, 1963 - 1968 |
| Culture, religion and science | Consensus? 1945-1968: Hollywood the American Dream; the "red scare". Collapse of consensus, 1968-1989: youth culture, "counter-culture", and multiculturalism. Religion in modern American culture; the mass media in modern American culture; mass higher education. Advances in military, space and information technology. | The Moon landing, 1969 |
In their study of the topic, students should become aware of the role of certain key personalities.
Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certainkey concepts.
Key personalities
Students should be aware of the contribution of the following to the developments listed under the elements above:
Harry Truman; Joe McCarthy; Martin Luther King; Lyndon Johnson; the "Organization Man"; Betty Friedan; NormanMailer; Muhammad Ali; Billy Graham; Marilyn Monroe.
Key concepts
Corporate capitalism; globalisation; internationalism; imperialism; consumerism; technological development; the military-industrial complex; discrimination; liberalism; presidential bureaucracy; mass media; public opinion; fundamentalism; moralmajority; feminism.