Spring 2021 - HIST 362 D100

Ireland from the Penal Era to Partition (4)

Class Number: 5630

Delivery Method: Remote


  • Course Times + Location:

    Location: TBA

  • Prerequisites:

    45 units, including six units of lower division history.



Examines key social, economic, political, and intellectual developments in Ireland from the 18th to the mid-20th centuries. It will also explore shifting understandings of the 'Irish nation' and consider how communal historical memory can be appropriated to serve different political agendas.


Commenting on Anglo-Irish relations a century ago, Lloyd George observed that the English do not remember any history, but the Irish forget nothing.  Even within Ireland itself, conflicting visions of history have evolved, as different meanings have been attached to events by Gaelic-Irish and Anglo-Irish, Catholic and Protestant, nationalist and unionist.  Dissonance resounds in catch phrases through the centuries: “No Popery!” “No Surrender!”  “Prods Out!”  Different groups have competed for the right to bear the standard of the “Irish nation,” becoming increasingly militant and masculinist in the process, while members of racialized groups – such as Irish Travellers, the Jewish community, and Asian and South Asian populations – have often been marginalized altogether.

The years between 1697 and the early 1920s witnessed a number of developments that would alter the face of the Irish nation.  The penal era, the 1798 rebellion, the growth of Orangeism, Union with Great Britain, the struggles for Catholic emancipation and repeal, the evolution of nationalism and unionism, increasing emigration, the Great Famine, Fenianism, the Land War, the Home Rule movement, rising labour militancy, first-wave feminism, the Gaelic revival, and the ‘troubles’ of 1916-1923—all wrought profound changes on the political, social, cultural, economic, and geographic landscape of Ireland.  In this course, we will examine the main developments of this turbulent period, from the penal era to partition, to try to find some understanding of the people and forces that have shaped modern Ireland.


This course, like most teaching efforts at SFU in the spring semester of 2021, will be conducted through remote methods. All lectures, discussion boards, and related activities will be delivered asynchronously to enable flexibility in accessing materials.  Please be assured that, although our efforts to contain COVID-19 are causing us to meet virtually, rather than face to face, our goals are the same: to create a community of learning; to share information and ideas; to provide encouragement and offer feedback; and to make sense of content. 


  • Participation in discussion boards and related activities 25%
  • Book review 25%
  • Website interpretation (group) 15%
  • Research paper 35%



Textbook:  T. W. Moody and F. X. Martin, eds., The Course of Irish History, 5th ed.  (Roberts Rinehart, 2012).

Book Review:  Michael de Nie, The Eternal Paddy: Irish Identity and the British Press, 1798-1882 (Madison: University of Wisconsin Press, 2004).

Other readings and primary documents on Canvas

Registrar Notes:


SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html


Teaching at SFU in spring 2021 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).