This module will a) introduce students to the broad concept of cultural history and b) examine how cultural values informed the development of Irish society in the period 1922 to 2002. It will examine how ideas, images and symbols provided Irish society with a sense of national identity in the first decades of the independent state, how national aspirations and ambitions changed over time particularly during the economic expansion after 1960. It will deal with how cultural theories such as popular/low versus elite/high culture, masculine versus feminine, public versus private can be applied to Ireland at the time. Thus themes such as class, religion, gender, urban/rural, modernisation, language will be dealt with.

Introduction: What is cultural history? Part 1, 1922-32 Conservativism and continuities An Irish Ireland 'Americanisation': material and popular culture Images, symbols and realities Religious and political minorities Modernism Part 2, 1932-58 Self-sufficiency The 'Emergency': Cultural isolation and intellectual engagement 'The American way': consumerism and capitalism Part 3, 1959-2002 Culture and a changing economy and society

2.1 Cognitive 1. knowledge and understanding of key debates about cultural history 2. An ability to critically evaluate and synthesise these debates 3. An ability to apply theories and concepts to particular events in Irish society 4. The development of advanced research, essay writing and presentation skills

1. An awareness of how ideas, images and symbols shaped Irish society 2. An awareness of debates around cultural change and encounters in Irish history and an ability to apply them to contemporary affairs 3. An awareness of how to evaluate primary and secondary sources in the analysis of key questions in Irish history

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The Graduate Seminar in Irish Cultural History will be composed of lectures, discussion of primary sources, student presentations and group projects. Students will be required to write essays, deliver presentations, conduct class exercises such as synopsising seccondary source material, evaluating primary source documents, and engaging in debates. Knowledge: Students will be provided with key secondary and primary sources and a longer bibliography of relevant readings. They will be expected to critically review the sources in their assignments. They will undertake individual research and will be encouraged to participate in group discussion in class. Lectures will provide insights into the sources and key conceps and debates surrounding the seminar theme. Proactive: Students will be required through class presentation, discussion and analysis of primary source documents to lead discussion in class and to share their work with the class. They will be expected to collaborate further throu debates, small group work and roundtable discussions. Responsible: This will be realised as students engage with the module and its assignment requirements particulalry the independent research component when students work on themes that could become dissertation topics. Articulate: Assignments and discussions will demand the honing of critical thinking skills and students will be supported to develop their written and verbal skills.