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Edexcel A Level
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Topic booklet
PAPER 3 OPTION 36.2 IRELAND AND THE UNION, C1774–1923
Option 36.2 Ireland and the Union, c1774–1923 – introduction
This topic booklet has been written to support teachers delivering Paper 3 Option 36.2 Ireland and the Union, c1774–1923 of the 2015 A level History specification. We’re providing it in Word so that it’s easy for you to take extracts or sections from it and adapt them or give them to students.
We’ve provided an overview of the topic which helps to provide contextual background and explain why we think this is a fascinating topic to study. The overview could be used, for example, in open evening materials or be given to students at the start of the course.
You’ll also find some content guidance; a student timeline, which can be given to students for them to add to and adapt; a list of resources for students and for teachers; and information about overlap between this topic and the 2008 specification.
For more detail about planning, look out for the Getting Started guide, Course planner and schemes of work.
Contents
Ireland and the Union, c1774–1923 3
Introduction 3
Content guidance 4
Themes 4
Aspects in depth 5
Student timeline 6
Mapping to 2008 specification 9
Resources and references 12
Ireland and the Union, c1774–1923
Introduction
This option gives students the opportunity to explore the troubled relationship between Ireland and Britain from the last decades of the eighteenth century to partition in 1923, focusing on the political aspects of the relationship and the changing Irish society and economy.
The relationship between Britain and Ireland was rarely harmonious: it rocked governments and destroyed reputations. It contained elements of bitterness and betrayal, with a deep sense of mutual misunderstanding and mistrust. This arose partly because Britain and Ireland were separated by a huge cultural and religious divide.
In 1774, at the start of this option, England, Scotland and Wales were predominantly Protestant in religion. Ireland was 80 per cent Catholic, and yet the Anglican ‘Church of Ireland’ was Ireland’s official church, not the dominant Catholic one. Catholic Ireland resented domination by Protestant Britain. Before the Act of Union in 1800, many Catholic peasants and labourers were involved in small-scale acts of violence against their generally absentee Protestant landlords, protesting against high rents and the requirement to pay tithes to what they considered to be an alien church. This Catholic-Protestant antagonism was to continue throughout the period and beyond.
Protestants in Ireland had huge political advantages, arising largely from the franchise: no Catholic, no matter how wealthy could, at the beginning of the period, vote in national or local elections. Thus Catholic Ireland was run by Protestants in Dublin and by Protestants at Westminster. Unsurprisingly, Grattan’s parliament, in the years it was in existence, showed little interest in serving the Catholic majority. Indeed, whatever vision Grattan and his allies had had of a separate Ireland, it was of an Ireland dominated by the Protestant Ascendency. The concessions in the years to 1800 were imposed by Britain, not initiated in Ireland, and educated Catholics began looking to Westminster for redress of their grievances.
A rising population was the one thing Britain and Ireland had in common at this time. However, the consequences of this were vastly different. By 1774 Britain was on the brink of an industrial revolution, and the expanding industries and developing towns readily absorbed the growing population. Apart from cosmopolitan Dublin and a Belfast dominated by the linen industry, Ireland was a predominantly rural country. Wealthy landowners turned increasingly to grain production for the British market. Most Irish peasants eked out a living on plots of land that were divided and sub-divided, driving down their already poor standards of living and making them increasingly dependent on one crop: the potato. Even before the Famine, many young Irishmen found work in Britain, sending money home to support their impoverished families. Ireland did not really industrialise until after the second decade of the nineteenth century and then it was piecemeal and never had the impact the industrial revolution had in Britain.
This whole option gives students the opportunity to study a period of great turbulence in the relationship between Ireland and Britain, where political ‘solutions’ were tried, tested and found wanting. These ‘solutions’ were played out against a constantly changing and developing Irish society.
This option comprises two parts: the Aspects in breadth focus on long-term changes and contextualise the Aspects in depth, which focus in detail on key episodes and give students the opportunity to develop skills in analysing and evaluating source material.
Together, the breadth and depth topics explore the Irish struggle for constitutional change, and the ways in which the Irish economy and society changed and their impact on mainland Britain. This was a difficult period in the development of Irish society and for Anglo-Irish relations, involving passion, tensions and commitment to different causes that were in many ways irreconcilable, and an outcome that, by 1923, left many dissatisfied and eager for further change.
Aspects in breadth: the struggle for constitutional change, c1774–1923
1 Irish nationalism: from agitation to civil war
2 British reaction: from resistance to acceptance
Aspects in depth: societies in change
1 Towards emancipation, 1774–1830
2 Industrialisation in Ulster, 1825–55
3 The Irish Famine, 1843–51
4 The Irish land issue, 1870–82
5 Improving working and living conditions: trades union militancy in Ireland, 1907–14
Content guidance
This section provides additional guidance on the specification content. It should be remembered that the official specification is the only authoritative source of information and should always be referred to for definitive guidance.
Themes
The main focus of the ‘Aspects in breadth’ is on pressure for constitutional change in the political relationship between Britain and Ireland, and on the outcomes of that pressure.
Within this, the themes focus on the ways in which pressure for change from within Ireland moved from sporadic outbursts of agitation to an organised movement for Home Rule. Students will need to understand the changing approaches of British governments responding with concessions, for example increasing the Maynooth Grant in 1845, as well as with attempts at repression. They should understand the impact of the revival of the Orange Order in response to the Home Rule bills of 1886 and 1893. They should understand why legislation eventually granted Home Rule, only to be confounded by the outbreak of war in 1914. Students should understand why civil war and partition in Ireland followed the settlement agreed in 1922. Students will need to understand the ways in which the situation in Ireland related to the changes shown in the approaches and shifting of attitudes by the party leaders in the Commons and the Lords.
The focus of the themes is on the process of change over a long period of time, rather than concentrating exclusively on one particular act or event. Students should, however, be able to explore key turning points in the pressure for constitutional change, understand the reasons why key changes took place, why they were important and what their main effects were. These should include the Irish Rebellion of 1798, the Tithe Wars, the execution of Fenian leaders in 1867, the first Home Rule bill of 1886, the 1916 Easter Rising and the Anglo-Irish war 1919–21.
Aspects in depth
The focus of the ‘Aspects in depth’ is on changes in Irish society through the study of five depth topics which together range over the chronology.
Although the topics are clarified separately below, students should appreciate the linkages between them since questions, including document questions, may be set which target the content of more than one topic, for example one of the results of the Famine was migration from rural to urban areas which impacted on working conditions and consequent attempts at unionisation in Ireland’s main industries.
Students will be required to interpret and evaluate a documentary extract in its historical context, but the knowledge they will need to have will be central to that specified in the topics.
Topic 1: Towards emancipation, 1774–1830
The focus of the topic is on the reasons why, and the ways in which, Catholic emancipation in Ireland took place. Students need to have knowledge of the pressure from within Ireland as exemplified by the Catholic Board and Catholic Association, and of the role played by the County Clare elections in focusing politicians in Westminster on the need for reform. The impact of emancipation on politics in Britain is not required.
Topic 2: Industrialisation in Ulster, 1825–55
The focus of the topic is on the two main industries in Ulster, textiles and shipbuilding, and on the impact the development of these had on Belfast. Students should understand why the cotton and woollen industries declined, and why the linen industry prospered. Students need to have an understanding of the importance of the work of the Belfast Harbour Commissioners enabling the port and yards to prosper. The impact of industrialisation on living and working conditions must be addressed. Coverage of other industries is not required.
Topic 3: The Irish Famine, 1843–51
The focus of the topic is on the reasons why the Famine was able to take such a hold in Ireland, its impact in Ireland and reaction by the Westminster government. Students need to understand how the agrarian system in Ireland enabled blight to lead to famine. They must have knowledge of the response of Peel’s and Russell’s governments including Peel’s programmes of public works and ‘Peel’s brimstone’ and the impact of Russell’s policy of relief through the Poor Laws and soup kitchens, the Irish Poor Law Extension Act (1847) and the ‘Gregory clause’. Students should be aware of what the differing approaches of Peel and Russell hoped to achieve. The immediate aftermath of the Famine needs to be addressed insofar as Ireland is concerned. Coverage of the process and political impact in England of the repeal of the Corn Laws is not required.
Topic 4: The Irish land issue, 1870–82
The focus of the topic is on the problem of land ownership and tenants’ rights towards the end of the nineteenth century, during the early part of the period known as the ‘Land Wars’, and of the government’s attempts to solve the problem. They should also understand the impact of the ‘long depression’ on agriculture in Ireland, including the availability of cheap wheat from the USA and refrigerated meat from the USA. Candidates need to have knowledge of the two Land Acts and of their impact in Ireland against a constantly changing agrarian situation. Candidates need to understand the impact of the Irish Land League on the Irish land issue, including the ‘No Rent Manifesto’ and the effectiveness of boycotts. They should understand why the Irish dissidents acted as they did, what their aims were and why their success was limited. Coverage of the involvement of the named individuals in affairs unconnected with the land issue is not required.
Topic 5: Improving working and living conditions: trades union militancy in Ireland, 1907–14
The focus of the topic is on attempts to unionise trades and industry in Ireland and the militancy of the relatively newly formed trades unions in Ireland. Students need to have knowledge of the roles of Jim Larkin and James Connolly in this, and of William Martin Murphy in opposing them on behalf of the employers. Students should understand how their activities culminated in the Dublin general strike, why it was significant for the future of industrial relationships in Ireland, and the extent to which militancy succeeded in improving living and working conditions. The input of the British trade unions in supporting unionisation and union activity in Ireland should be addressed. Coverage of other British trades union activity is not required.
Student timeline
The timeline below could be given to students (and could be further edited and added to by them). Dates relating to the ‘Aspects in breadth’ are given on the left; dates relating to the ‘Aspects in depth’ are given on the right. Students may find it useful to colour-code events or themes.
Inclusion of dates and events in this timeline should not be taken as an indication that these are prescribed or that students must know them all: the official specification and associated assessment guidance materials are the only authoritative source of information and should always be referred to for definitive guidance.
|Aspects in breadth | |Aspects in depth |
| |1778 |Catholic Relief Act, beginning the process of removing the |
| | |penal laws |
| |1779–82 |Restrictions on Irish trade gradually removed |
|Grattan’s parliament and new constitution |1782 |Catholic Relief Act |
|Society of United Irishmen founded by Wolfe Tone |1791 | |
| |1793 |Catholic Relief Act |
|Orange Order founded in Ulster |1795 | |
|United Irishmen’s rebellion, suicide of Wolfe Tone |1798 | |
|Act of Union: Pitt the Younger tried and failed to |1800 | |
|insert clause enabling Catholic emancipation | | |
| |1811 |Catholic Board set up by Daniel O’Connell |
| |1820 |Charles Connell and Sons, shipbuilders, opened yard in |
| | |Belfast |
| |1823 |Catholic Association founded by O’Connell in May |
| |1828 |O’Connell won County Clare election |
| | |Andrew Mulholland opened flax-spinning factory in Belfast |
| |1829 |O’Connell won second County Clare election |
| | |Roman Catholic Relief Act |
|Tithe Wars began |1830 |Mulhollands opened linen mill in York Street, Belfast |
| |1838 |Final report of Railway Commission |
|O’Connell founded Repeal Association |1840 | |
|Young Ireland group became active |1842 | |
|Maynooth Grant increased |1845 |Beginning of potato blight |
| | |John Mitchel joined staff of The Nation |
|Repeal of the Corn Laws |1846 |Charles Edward Trevelyan took control of Famine policy under|
|Peel replaced as prime minister by Lord John Russell | |new Liberal government |
| |1847 |Irish Poor Law Extension Act |
| | |Outbreak of typhus in Belfast |
| | |Formation of Belfast Harbour Commissioners |
|Young Irelander Rebellion |1848 |Outbreak of cholera in Belfast |
| |1849 |The Encumbered Estates Act, facilitating sale of estates |
| |1850 |Irish Tenant League founded |
| |1851 |Thompson and Kirwan open ship building yard on Queen’s |
| | |Island, Belfast |
| |1853 |Robert Hickson opened shipyard on Queen’s Island, Belfast |
|Irish Republican Brotherhood (Fenians) founded in |1858 | |
|Dublin by James Stephens | | |
| |1861 |Harland and Wolff formed |
|Fenian Rising and executions |1867 | |
|Irish Church Act |1869 | |
|Isaac Butt formed pressure group Home Government |1870 |Dublin Land Conference |
|Association | |Land Act |
|Home Government Association reconstituted as political |1873 | |
|party Home Rule League | | |
|General election: Home Rule League won 59 seats |1874 | |
|Successful ‘obstructionism’ in the House of Commons |1877 | |
| |1879 |Irish Land League founded, with Parnell as president and |
| | |John Davitt as secretary |
| | |Beginning of Land Wars |
|Charles Stewart Parnell elected leader of the Home Rule|1880 | |
|League | | |
| | | |
| |1881 |Irish Coercion Act introduced by William Edward Forster |
| | |Land Act |
|Phoenix Park murders |1882 |Kilmainham Treaty |
|Parnell renames Home Rule League the Irish | | |
|Parliamentary Party | | |
|Gladstone’s ‘conversion’ to Home Rule |1885 | |
|Revival of Orange Order in opposition to Home Rule | | |
|Gladstone’s first Home Rule bill defeated in the House |1886 | |
|of Commons | | |
|O’Shea divorce case opened |1889 | |
|Parnell is rejected as leader of the Irish |1890 | |
|Parliamentary Party | | |
|Gladstone’s second Home Rule bill defeated in the House|1893 |Gaelic Athletic Association founded |
|of Lords | | |
| |1896 |James Connolly founded the Irish Socialist Republican Party |
| |1907 |National Union of Dock Labourers founded |
| |1909 |Irish Transport and General Workers Union founded by Jim |
| | |Larkin |
|Edward Carson elected as leader of the Ulster Unionists|1910 | |
|Parliament Act |1911 | |
|Asquith attempts to introduce Home Rule in Ireland |1912 | |
|Solemn League and Covenant signed in September | | |
| |1913 |Anti-Union actions by William Martin Murphy led to the |
| | |Dublin general strike/lockout began in September |
|Curragh incident occurred in May |1914 |Dublin strike officially ended |
|Home Rule Bill passed | | |
|Britain entered First World War in January | | |
|The Easter Rising in Dublin, rebels executed |1916 | |
|David Lloyd George initiates the Irish Convention | | |
|General election: victorious Sinn Féin forms the Dáil |1918 | |
|Éireann | | |
|Beginning of the Anglo-Irish war |1919 | |
|David Lloyd George presides over the Government of |1920 | |
|Ireland Act | | |
|Truce in Anglo-Irish war, followed by signing of |1921 | |
|Anglo-Irish Treaty in December | | |
|Irish Free State Constitution Act; partition of |1922 | |
|Ireland, beginning of civil war | | |
1. Mapping to 2008 specification
There is some content overlap between this option and the following topic from the 2008 specification: Unit 2, Option D, Topic D1: Britain and Ireland, 1867–1922.
There is also overlap with the following coursework programmes from the 2008 specification:
● CW16: Ireland and the Union, 1815–1922
● CW29: Ireland and the Union, 1815–1998
The table below shows where the content overlaps with the Unit 2 Britain and Ireland option.
|2015 specification |2008 specification |
|Theme 1: Irish nationalism: from |Agitation and rebellion, c1774–c1870: the demands of the Irish Volunteers and the United Irishmen |New content, though the period from 1867 overlaps with bullet point 1: The |
|agitation to civil war |(key development: the constitution of 1782 and the rebellion of 1798); the role of Daniel |challenge of nationalism 1867–85. |
| |O’Connell and the Repeal Association; the Tithe Wars; the impact of Young Ireland and of the Irish| |
| |Republican brotherhood (key developments: the 1848 rebellion and the 1867 Fenian Rising and | |
| |executions). | |
| |The campaign for Home Rule, c1870–1910: the role of Isaac Butt and the Home Rule League; the role |Bullet point 1: The challenge of nationalism, 1867–85. |
| |of Charles Stewart Parnell and the Irish Parliamentary Party; the revival of the Orange Order to |Bullet point 2: Home Rule objectives and unionist responses in Britain, |
| |challenge Home Rule. |1886–1914. |
| | | |
| | | |
| | |Bullet point 3: Divisions within Ireland on Home Rule and independence. |
| |Towards civil war, 1910–23: Edward Carson and the UVF (key developments: the Ulster Covenant, the |Bullet point 4: The parting of the ways, 1916–22. |
| |Curragh incident); changing attitudes and nationalist responses (key developments: the Easter | |
| |Rising, the War of Independence/Anglo-Irish war, civil war and partition). | |
|Theme 2: British reaction: from |Evolving government policies c1774–1922: reasons for changing approaches to the government of |New content c1774–c1867. |
|resistance to acceptance |Ireland (key developments: the Act of Union 1801, increasing the Maynooth Grant 1845, the Irish | |
| |Coercion Act 1881, Gladstone’s conversion to Home Rule 1885; the Home Rule bill of 1914, the Irish|Bullet point 2: Home Rule objectives and unionist responses in Britain, |
| |Free State Constitution Act 1922). |1886–1914. |
| | |Bullet point 4: The parting of the ways, 1916–22. |
| |Changing attitudes of British politicians to agitation and rebellion in Ireland c1774–1922; the |New content until c1867. |
| |significance of Pitt the Younger, Gladstone, Asquith and Lloyd George. |Bullet point 2: Home Rule objectives and unionist responses in Britain, |
| | |1886–1914. |
| | |Bullet point 4: The parting of the ways, 1916–22. |
|Key topic 1: Towards |The significance of the Penal Laws and reasons why they were amended in Catholic Relief Acts, |New content |
|emancipation, 1774–1830 |1774–93. | |
| |Daniel O’Connell and impact of the Catholic Board 1811 and the Catholic Association 1823; the |New content |
| |County Clare elections, 1828 and 1829; the passage of the Roman Catholic Relief Act 1829 through | |
| |parliament and its impact. | |
| |The significance of the campaign in the Irish parliament to remove restrictions on Irish trade, |New content |
| |1778–82; the impact of the removal of the restrictions on the Irish economy. | |
|Key topic 2: Industrialisation in|The importance of the textile industry in Ulster; the decline of the woollen and cotton |New content |
|Ulster, |industries; the impact of railways and mechanisation on the linen industry. | |
|1825–55 | | |
| |The development of shipbuilding; the importance of the Charles Connell and Sons and the Thompson |New content |
| |and Kirwan yards; the work of the Belfast Harbour Commissioners. | |
| |The roles of Robert Hickson and Andrew Mulholland in the industrialisation of Ulster; its impact |New content |
| |on working and living conditions; the Belfast cholera epidemic, 1848; discrepancies between | |
| |Catholics and Protestants in employment. | |
|Key topic 3: The Irish Famine, |The role of absentee landlords, middlemen, landholdings, monoculture and blight; impact of famine |New content |
|1843–51 |on populace. | |
| |The impact of government response to the Famine; Peel’s response; Russell’s response; the Irish |New content |
| |Poor Law Extension Act 1847; the problem of export of food from Ireland; the roles of Charles | |
| |Edward Trevelyan and John Mitchel. | |
| |Social and economic impacts of depopulation; migration and emigration; consolidation of land |New content |
| |holdings and importance of the Encumbered Estates Act 1849. | |
|Key topic 4: The Irish land |The significance of the Dublin Land Conference 1870; the reasons for the Land Act 1870 and its |Bullet point 1: The challenge of nationalism, 1867–85. |
|issue, |significance. | |
|1870–82 | | |
| |The impact of the ‘long depression’ on Irish agriculture, the problem of tenancies, evictions and |Bullet point 1: The challenge of nationalism, 1867–85. |
| |rent strikes. | |
| |The roles of Michael Davitt, William Edward Forster and Charles Stewart Parnell during the Land |Bullet point 1: The challenge of nationalism, 1867–85. |
| |Wars; the impact of the Irish Land League; the Land Act 1881, reaction in Ireland and the | |
| |Kilmainham Treaty 1882. | |
|Key topic 5: Improving working |Working and living conditions for unskilled urban workers; the significance of the founding of the|New content |
|and living conditions: trades |National Union of Dock Labourers 1907, and the ITGWU 1909; the roles of Jim Larkin, James Connolly| |
|union militancy in Ireland, |and William Martin Murphy. | |
|1907–14 | | |
| |Events and significance of the Dublin general strike 1913–14; the lock-out and implications for |New content |
| |workers and employers. | |
| |The role of British trade unions in the attempts to unionise workers in Ireland and in the Dublin |New content |
| |general strike. | |
Resources and references
The table below lists a range of resources that could be used by teachers and/or students for this topic. This list will be updated as and when new resources become available – for example, if new textbooks are published.
Inclusion of resources in this list does not constitute endorsement of those materials. While these resources – and others – may be used to support teaching and learning, the official specification and associated assessment guidance materials are the only authoritative source of information and should always be referred to for definitive guidance. Links to third-party websites are controlled by others and are subject to change.
|Resource |Type |For students and/or teachers? |
|Martin Collier, Britain and Ireland, 1867–1922 (Pearson, 2008) |Textbook |Written for students. |
|Nick Pelling, Anglo-Irish Relations 1798–1922 (Routledge, 2003) |Textbook |Written for students, in the ‘Questions and |
| | |Analysis’ series. |
|Marie Coleman, The Irish Revolution 1916–1923 (Routledge, 2013) |Textbook |Written for students, a volume in the ‘Seminar |
| | |Studies’ series. |
|Paul Bew, Ireland: the politics of enmity, 1789–2006 (Oxford |Academic |For teachers. |
|University Press, 2007) | |A fine 600 page, up-to-date and fairly |
| | |comprehensive survey. |
|S J Connolly (editor), The Oxford Companion to Irish History |Academic |For teachers and students. |
|(Oxford University Press, 1998) | |A mine of valuable information. |
|Tim Pat Coogan, The Famine Plot (Palgrave Macmillan, 2012) |Academic/ |For teachers and students. |
| |Popular |Remarkably readable account arguing that the |
| | |famine constitutes one of the first acts of |
| | |genocide. |
|R F Foster, Modern Ireland: 1600–1972 (Penguin, 1989) |Academic |For teachers. |
| | |A very valuable, though densely written, survey. |
|Cormac S Grada, Ireland: A New Economic History (Oxford University |Academic |For teachers and students. |
|Press, 1997) | |Chapters 4, 6 and 13 are very useful for in-depth|
| | |coverage of Ulster’s industrialisation in |
| | |1825–55; Chapter 8 provides excellent coverage of|
| | |the Great Famine; and Chapter 5 is good for |
| | |industrial unrest from 1910. |
|K Theodore Hoppen, Ireland Since 1800 (Pearson, 1999) |Academic |For teachers. |
| | |A valuable analytical study of Irish politics, |
| | |economy and religion. |
|Alvin Jackson, Ireland, 1798–1998: Politics and War |Academic |For teachers. |
|(Wiley-Blackwell, 1999) | |An excellent survey. |
|Alvin Jackson, Home Rule: An Irish History 1800–2000 (Phoenix, |Academic |For teachers. |
|2004) | |Especially good on the Home Rule crisis of |
| | |1912–14. |
|Liam Kennedy and Philip Ollerenshaw (editors), An Economic History |Academic |For teachers. |
|of Ulster, 1820–1939 (Manchester University Press, 1985) | | |
| | |Now out of print, but second-hand copies are |
| | |available. |
| | |Chapter 2 is excellent for the industrialisation |
| | |of Ulster in 1825–55; Chapter 3 deals with the |
| | |impact of the railways; and Chapter 5 looks at |
| | |the labour movement up to 1914. |
|Christine Kinealy and Gerard MacAtasney, The Hidden Famine: Hunger,|Academic |For teachers. |
|Poverty and Sectarianism in Belfast, 1840–1850 (Pluto Press, 2000) | |A very important book for two in-depth aspects: |
| | |Industrialisation in Ulster and the Great Famine.|
|Joseph Lee, The Modernisation of Irish Society, 1848–1918 (Gill and|Academic |For teachers. |
|Macmillan, 1989) | |A spirited and readable account of socio-economic|
| | |changes. |
|J P Lynch, An Unlikely Success Story: The Belfast Shipbuilders |Academic |For teachers and students. |
|(Ulster Historical Association, 2001) | |Its introduction is invaluable for the |
| | |development of shipbuilding in 1825–55. |
|Emmet O’Connor, A Labour History of Ireland, 1824–1960 (Gill and |Academic |For teachers. |
|Macmillan, 1992) | |Chapters 2 and 4 are valuable for trade union |
| | |militancy in 1907–14. |
|Colm Toibin and Diarmaid Ferriter, The Irish Famine: A documentary |Academic |For teachers and students. |
|(Profile Books, 2004) | |A short account of the events is combined with a |
| | |set of documents – very useful for in-depth study|
| | |of the famine. |
|John Newsinger, Jim Larkin and the Great Dublin Lockout of 1913 |Popular |A short and highly readable account of a key |
|(Bookmarks Publications, 2013) | |topic, written from a pronounced left-wing |
| | |perspective. |
|Patrick M. Geoghegan, Liberator Daniel O’Connell (Gill and |Biography |For teachers. |
|Macmillan, 2011) | |An engaging biography. |
|F S L Lyons, Charles Stewart Parnell (Gill and Macmillan, 2005) |Biography |For teachers. |
| | |A brilliant, but erudite and taxing, study. |
|Edmund Curtis and R B Macdowell, Irish Historical Documents |Documents |For teachers and students. |
|1172–1972 (Routledge, 2013) | |Chapters 5 and 6 contain the main political |
| | |documents from the eighteenth century onwards. |
|Patrick Buckland, Irish Unionism, 1885–1920 (Historical |Pamphlet |Written for students. |
|Association, 1985) | |Now out of print, but widely available; a |
| | |readable and reliable introduction. |
|Michael J Winstanley, Ireland and the Land Question 1800–1922 |Pamphlet |Written for students. |
|(Routledge, 1984) | | |
|Modern History Review |Articles |Written for students. |
|Norman Gash, Peel and Ireland: A Perennial Problem, April 1992, | | |
|pages 6–8 | | |
|George Bryce, The Origins of Northern Ireland, November 1995, pages| | |
|21–22 | | |
|Tim Chapman, John Bull’s Other Island, September 1993, pages 5–8 | | |
|Edgar Feuchtwanger, Gladstone’s Irish Policy: Expediency or High | | |
|Principle?, November 1991, pages 21–23 | | |
|Graham Goodlad, Britain and Ireland: An Impossible Unity?, | | |
|September 2001, pages 20–23 | | |
|T A Jenkins, The Irish Question in Late Victorian Politics, | | |
|September 1997, page 9 | | |
|Sean Lang, The Poor Laws and the Irish Famine, April 2004, pages | | |
|20–21 | | |
|Derek Murphy, Irish Home Rule 1886–1918, November 2003, pages 12–15| | |
|Peter Neville, Irish Nationalism: Collins versus de Valera, April | | |
|1999, pages 11–12 | | |
|New Perspective |Articles |Written for students. |
|Brian Griffin, The Fenians and Irish History, September 2011, pages| | |
|1–5 | | |
|William Simpson, Perceptions of the Easter Rising, September and | | |
|December 2007, pages 5–8 and 6–10 | | |
|History Today and History Review |Articles |Teachers and students |
|Tim Pat Coogan, Ireland’s Path to Desolation, History Today, | |Note that a subscription is required to read some|
|February 2013, (£): | |articles online (£). |
|tim-pat-coogan/ireland%E2%80%99s-path-desolati| | |
|on | | |
|Phil Chapple, ‘Dev’: the Career of Eamon de Valera, History Review,| | |
|December 2005, pages 28–33 (£): | | |
|phil-chapple/dev%E2%80%99-career-eamon-de-vale| | |
|ra | | |
|Orla Finnegan and Ian Cawood, The Fall of Parnell, History Review, | | |
|December 2003, pages 38–43 (£): | | |
|orla-finnegan/fall-parnell | | |
|Richard Davis, Arthur Griffith: Architect of Modern Ireland, parts | | |
|I and II, History Today, March and April 1979 (£): | | |
|richard-davis/arthur-griffith-architect-modern| | |
|-ireland-part-i-easter-rising and | | |
|richard-davis/arthur-griffith-architect-modern| | |
|-ireland-part-ii-1916-1922 | | |
|Ian Garrett, The Irish Question, History Review, March 2012, pages | | |
|17–20 (£): ian-garrett/irish-question | | |
|Catriona Pennell, Ireland and the First World War, History Today, | | |
|August 2014: | | |
|catriona-pennell/ireland-and-first-world-war | | |
|Mark Rathbone, The Young Ireland Revolt, 1848, History Review, | | |
|September 2010, pages, 21–26 (£): | | |
|mark-rathbone/young-ireland-revolt-1848-0 | | |
|Alan Heesom, Ireland under the Union, History Today, January 1984: | | |
|alan-heesom/ireland-under-union | | |
|Simon Lemieux, Britain and Ireland, 1798–1921, History Review, | | |
|September 2005, pages 37–41 (£): | | |
|simon-lemieux/britain-and-ireland-1798-1921-ch| | |
|anging-question-or-altering-answers | | |
|Michael Morrogh, The Anglo-Irish Treaty of 1921, History Review, | | |
|December 2000, pages 34–36 (£): | | |
|michael-morrogh/anglo-irish-treaty-1921 | | |
|BBC (2011) |TV documentary |A superb introduction to the history of Ireland. |
|The Story of Ireland | |Originally five one-hour TV programmes first |
|Presented by Fergal Keane | |broadcast in 2011, the series is available on DVD|
| | |and clips can be found on YouTube. Programmes 3–5|
| | |are relevant to this option. |
|BBC (2000) |TV documentary |Programme 14, ‘The Empire of Good Intentions’, |
|A History of Britain | |provides a good introduction to the Irish Famine.|
|Written and presented by Simon Schama | |Clips can be found on YouTube. |
|National Archives |Website |Gallery 3, Case Study 4, looks at the end of |
|.uk/education/empire/ | |empire in Ireland, using a variety of sources |
| | |including letters, leaflets, cartoons and a |
| | |police report. |
|National Archives |Website |A two-hour workshop or virtual classroom on the |
|.uk/education/easter.htm | |Easter Rising in 1916, that can be booked free by|
| | |schools. |
|Irish History Live |Website |Accessible for students. |
|qub.ac.uk/sites/irishhistorylive/AboutIrishHistoryLive/ | |A site run by the staff of Queen’s University |
| | |Belfast, containing written, audio and visual |
| | |sources on a dozen relevant and important topics.|
|Easter Rising |Website |Accessible for students. A case study of the |
|bbc.co.uk/history/british/easterrising/index.shtml | |Easter Rising, especially useful for its sound |
| | |archive and collection of rebel songs. |
|CELT: Corpus of Electronic Texts |Website |Accessible for students. |
|ucc.ie/celt/publishd.html | |Key texts from important figures, including |
| | |Michael Collins, James Connolly, Patrick Pearse, |
| | |De Valera and Lloyd George and others. |
|Famine |Website |Accessible for students. |
|bbc.co.uk/history/british/victorians/famine_01.shtml | |A wide-ranging account of the Irish Famine. |
|Irish Potato Famine |Website |Accessible for students. |
|worldhistory/famine/index.html | |A useful introduction to the Irish Potato Famine,|
| | |written by Philip Gavin and containing some |
| | |valuable contemporary sources. |
|Mayberry site on Ireland |Website |Accessible for students. |
| | |Documents and commentary on the Penal Laws, the |
| | |Catholic Relief Acts and the Insurrection Acts. |
|Historical Association |Podcasts |Accessible for members of the Historical |
|.uk/resources/general_resource_4865_118.html | |Association. |
| | |A series of eight podcasts on Irish history, |
| | |including two on the Famine, from 1800 to 1923. |
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