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Considering that no negotiating process can achieve absolute parity, which side of the Northern Ireland Peace Process gave in to the demands of the other and with what results? *Do not research beyond the class materials. You should not conduct outside research and must concentrate on using the course readings to display that youve completed them and understand their general arguments. (See attached).Be sure to make a clear thesis statement and argument and use examples to support your analysis. Explain your answer in the context of short- and long-term gains.All references should be cited in Chicago/Turabian author/date format, which entails including page numbers.3 pages. 12 pt. font and double-space. Assignments will be graded using a rubric (see attached). _assignment_rubric_500_600_level.docx lesson_6.docx performing_the_northern_ireland_peace_process_on_the_world_stage.pdf the_lessons_of_the_northern_ireland_peace_process.pdf abdicated_and_assumed_responsibilities_the_multiple_roles_of_political_leadership_during_the_northern_ireland_peace_process.pdf the_movement_moves_against_you_coercive_spoiler_management_in_the_northern_ireland_peace_process.pdf Unformatted Attachment Preview APUS Assignment Rubric Lower Level Graduate 500-600 Courses Updated: June 2012 Full Rubric for Classroom Publication School of Security and Global Studies Rubric Features • • • • • Rubric categories are evenly distributed – 20 points per category. Assignment settings equal 100 points for each assignment. Grade book is set for weighted categories (not points). Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments. Standard forum discussion rubric for all levels. Quick Table for Insertion in Assignments (within Word document) Criteria Synthesis of Knowledge Foundation of Knowledge Application of Knowledge Organization of Ideas/Format Writing and Research Skill Total Exemplary 16-20 Accomplished 11-15 Developing 6-10 Beginning 0-5 Total Synthesis of Knowledge (Focus/Thesis) [Graduate Learning Outcomes Assessment Objective 4] Beginning Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements. Developing Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment. Accomplished Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment. Exemplary Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements. ____________________________________________________________________________ Foundation of Knowledge [Graduate Learning Outcomes Assessment Objective 3] Beginning Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas. Developing The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area. Accomplished Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge. Exemplary Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence. _________________________________________________________________________ Application of Knowledge (Critical Thinking Skills) [Graduate Learning Outcomes Assessment Objective 5] Beginning Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills. Developing Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner. Accomplished Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors. Exemplary Student demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions that are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment. ____________________________________________________________________________ Organization of Ideas/Format Beginning Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms. Developing Learner applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing. Accomplished Student explains the majority of points and concepts in the assignment. Learner demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with few formatting errors. Exemplary Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence. Writing and Research Skill [Graduate Learning Outcomes Assessment Objectives 1 and 2] Beginning Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student fails to provide an adequate synthesis of research collected for assignment. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise assignment. Developing Assignment reflects basic writing and grammar, but with more than 5 errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding of the subject matter. Assignment provides a basic, but borderline perspective of student’s research abilities. Student has incorporated fewer source than required by the assignment and does not attempt to cover key elements of assignment. Accomplished Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select appropriate word usage and presents an above-average presentation of a given topic or issue. Assignment appears to be well-written with no more than three-five errors. Student provides a good final product that covers the above-minimal requirements. Student achieves an above average synthesis of research, but interpretation may be narrow in scope and description within assignment. Assignment contains the minimum resources and presents an average overview of key concepts. Exemplary Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. The work represents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well- planned research assignment. Assignment is error-free and reflects student’s ability to prepare graduate-level writing for possible publication in a peer-reviewed (refereed) journal. Student provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by student contributes significantly to the development of the overall thesis. Student incorporates more than the minimum quality references in the development of the overall thesis. Student incorporates a variety of research resources and methodology in the preparation of assignment. Week 6: Case Study: Northern Ireland Peace Process Course Objectives CO-4: Analyze the complexity and limitations of negotiating across cultures using varying levels of analysis. Case study focus: Northern Ireland Peace Process Case Study: Northern Ireland Peace Process INTRODUCTION This weeks lesson integrates the concepts, theories, and practices of negotiation within the Northern Ireland Peace Process case study. You may wish to review Merrills chapters one and two which focus on the elements of negotiation specific to the study - mixed commissions, summit discussions, and NGO interventions. The Northern Ireland process included several levels mentioned in the opening chapters. We are presenting the supplemental resources upfront to help prepare for the case study discussions. You will read all of George Mitchells memoir, Making Peace, prior to class discussions. If youre unsure about some of the historical background as you read Mitchells book, weve added some websites below. With so many parties in the conflict, its difficult not to project bias in offering resources. But weve put together a combination of resources for you to review that includes varying viewpoints. Also, recent party campaign messages reveal some of the lingering issues. Begin with this video on the 15th anniversary of the Good Friday Agreement. Lesson Topics • 1916 Easter Rising and the United States • The Boundary Commission 1925 and Independent Ireland • Republic of Ireland 1949 • US and Irish Relations • The Peace Process 1994 • Peace and Empathy • Additional Resources and Timelines of the Conflict and Peace Process Key Terms • The Good Friday Agreement • The Easter Rising • The Anglo-Irish Treaty 1916 Easter Rising and the United States This year marks the 100th anniversary of the Easter Rising, the Monday in April 1916 when Ireland declared its independence. Of the leaders who were imprisoned and eventually hanged for their part in the uprising, one of them survived to become Irelands long-time Taoiseach and President, Éamon De Valera. De Valera was not executed with the others in 1916 due to the quirk of his birth: his mother was American. Even then the Irish knew that the United States was critical to its eventual independence. “Historical circumstances had brought [America and Ireland] together over the past centuries. America had been the refuge, the haven, to which the Irish could flee hunger and distress, social and religious discrimination, and political and economic constraints” (Carroll 2007, 121). The Americans were supportive of home rule for the Irish, an idea that gained momentum during World War I. 1918 - 1919 By 1918, the political party Sinn Féin won a majority of the 105 Irish seats in the British Parliament - and under a home rule arrangement by the British, formed their own government, Dáil Éireann. In April 1919, De Valera became president of the Dáil. Trying to secure international aid for their cause, the new Irish government sent cabinet member Seán T. OKelly to the Paris Peace Conferences to end World War I in 1919. 1919 - 1920 OKelly was not successful and Éamon De Valera, having escaped from a British prison, spent 18 months in the United States from 1919-20, raising over $5 million for the Irish cause and attempting to receive diplomatic recognition of the Irish state from President Wilson. The monies De Valera raised in the United States funded the Irish Republican Army (IRA), which in turn mounted a series of attacks on the British in Ireland. The IRA forces were led by Michael Collins, who acted as president of the Dáil while De Valera was in the US. When De Valera returned, the tide was turning in the effort against the British, yet the two Republican factions - De Valera and Collins - were splitting. De Valera wanted an all-or-nothing solution with the British - the whole of Ireland (all 32 counties) would be the Republic. 1921 Collins argued that half a loaf was better than nothing at all - and was prepared to take independence in steps, including letting the northern six counties remain British (De Valera sent Collins to negotiate the terms of the Anglo-Irish Treaty in London in December 1921, knowing well that the public would turn against Collins if he failed to secure an agreement for independence for all of Ireland. “[M]uch of the negotiation around the treaty of 1921 concerned the form of the oath of allegiance [to the king] . . . and ignored the meaning and implications of the Boundary Commission of Northern Ireland” (Roy Foster 1993, 16). In fact, De Valera’s republic never had a chance in the treaty negotiations and Collins agreement with Prime Minister David Lloyd George provided that the six counties would remain British. “De Valera seemed as determined that Collins should go to London as that he himself should not. Why Collins agreed to go . . . remains a mystery, unless one accepts his own explanation that a sense of duty overcame his reluctance” (Lee 1989, 49). When Collins returned with the treaty, civil war erupted with Collins and De Valera leading the two factions. 1922 Michael Collins was assassinated in his home county, Cork, in August 1922. Many blamed De Valera personally for ordering the hit. Two months before his death, Collins reinforced the argument of the government in office: “There can be no question of forcing Ulster into union with the Twenty-Six Counties. I am absolutely against coercion of this kind. If Ulster is going to join us it must be voluntary. Union is our final goal, that is all” (Foster 1988, 531). 1932 Although Collins was not alive to see it, when the civil war ended, it was his government that prevailed. Not until 1932 did De Valera and his radical vision of a united Ireland appear again under the Fianna Fáil party - by now, a working home rule government - the Irish Free State - but still beholden to the British in foreign policy and technically under the oath of the British crown. “The Great Depression of the 1930s only increased Ireland’s dependence on the British economically but “by 1932, ten years after independence, the Free State had established diplomatic relations with the United States, France, Germany, and the Holy See; had been elected to a seat on the Council of the League of Nations; was concluding its own political and commercial treaties; and enjoyed complete freedom of action in the Commonwealth as a result of the Statute of Westminster, which was passed in 1931” (Keown 2000, 26). The twenty-six southern counties were moving ahead with or without the northern six. The Boundary Commission 1925 and Independent Ireland What happened in the post-civil war period to the northern six counties became the seed of the violence for the 1960s civil rights violence - The Troubles. A Boundary Commission (authorized by the Anglo-Irish Treaty of 1921) was formed in 1925 to formalize the territorial partition of Ireland and the six counties. “In November 1925, the Morning Post reported that the commission would recommend a transfer of South Armagh to the Free State and of part of East Donegal to Northern Ireland, resulting in a net gain of 25,000 Catholics for the South, and 2000 Protestants for the North . . . the [Irish government] preferred no change to the loss of East Donegal” (Lee 1989, 145). In the end, the Boundary Commission’s report became suppressed and the status quo accepted. “Dublin realized already that partition was a fait accompli” (Lee 1989, 147). After De Valera became Taoiseach (Prime Minister) of the Irish Free State in 1932, he continued the pursuit for a united Ireland. The abdication crisis of 1937-38 gave De Valeras government the momentum to withdraw from the British Commonwealth - to write its own constitution without allegiance to the king, to continue on its diplomatic path of independence, and only to a limited extent, develop its economy. Meanwhile, the northern counties continued to industrialize while De Valeras bucolic vision of the Irish Free State meant it was dependent on the British economy in spite of its claims of independence. After World War II, the Irish expected that Prime Minister Winston Churchills promise of a united Ireland would follow. Republic of Ireland 1949 Given the Cold War environment, Irelands neutral stance did not help it gain any support from the United States or the Council of Europe, where it continued to lobby for intercession to end partition. The golden days of the 1920s with Irish-American support of the new republic were replaced with the change in government (De Valeras party Fianna Fáil was voted out in 19480 - and Indias 1947 independence - the new Inter-Party government declared full independence in September 1948. With the Republic of Ireland Act (1949), the new Irish Republic of 26 counties (32 minus the six that remained British) charted its own course in economic development and foreign policy. By 1955, Ireland was a member of the United Nations - and by 1960, an Irish diplomat held the position of President of the United Nations General Assembly. During the 1950s, De Valeras government came back into power, alternating with the more conservative rival party Fine Gael - and the Republic seemingly let the partition issue sink into the background. The IRA by then was operating exclusively in the North. The Ulster Unionist Party, led by Terrence ONeill, attempted a rapprochement with Ireland by inviting the new Taoiseach Seán Lemass, De Valeras son-in-law, to talks at Stormont, the seat of the Northern Ireland government. Ultimately the talks failed and in the civil rights atmosphere of the mid-1960s, riots began to erupt. From 1969-85, the Republic of Ireland tacitly supported the Republican cause but was focused on building its own state - with or without the North. In 1973, Ireland joined the EEC - at the same time as the British. To understand how the violence erupted and the conflict became long-standing, watch the following historical documentary on the northern counties (19211974). https://www.youtube.com/watch?v=BSDHcMuK01U&feature=emb_title US and Irish Relations Although the Irish served in World War II on the side of the British, the Irish Free State sought to establish its position within the international community as a neutral country. Neutrality played a major role in souring US attitudes toward the new state after 1945. The US took a hands-off approach thereafter when the Irish refused to join the North Atlantic Treaty Organization (NATO) in 1949. While the Kennedy Administration (1961-63) renewed American-Irish relations, the Johnson, Nixon, Ford, and Carter governments refused to become involved any arguments against the British over the partition of the North. The Johnson Administration was particularly noncommittal to the Irish government in the mid1960s over the issue of commercial airline landing rights. Reagan, reigniting Irish sentiment with his visit to Ireland in 1984, became a close ally of Margaret Thatcher during the period of renewed Cold War against the Soviets. With the British “specia ... Purchase answer to see full attachment