an irish pathway - iisresource.org irish pathway for history at key ... to make room for this irish...

Part of sixteenth century map of Europe

Preparing the way for SHP GCSE History Coursework

An Irish pathwayfor History at Key Stage 3

by

Alex Woollard & Sarah MilnerTuxford School Ashfield School

Nottingham Pilot SchemeSchool of Education, University of Nottingham ‘Ireland in Schools’

Contents

Introduction

Tuxford’s Irish pathway

Britain 1066-1500How complete was the Norman Conquest?

Britain 1500-1750What was the ‘Plantation of Ulster’?How did Ireland change during the seventeenth century?

Britain 1750-1900What was life like in Ireland during the nineteenth century?

A world study after 1900How did the situation in Ireland change in the twentieth century?

Tuxford's Irish History Pathway (KS3), 1

Introduction

Students at Tuxford School enjoy the Irish coursework element of their SHP GCSE History course, but used tocomplain about how much was required of them. The issues were complex and the historical coverage almostoverwhelming. They also asked that if Ireland is so important, why does it appear only at GCSE.

In response to these comments, Tuxford School has introduced elements of the history of Ireland and Anglo-Irishrelations into the History curriculum at Key Stage 3. The syllabus is based on a series of ‘focus questions’ foreach term. The focus questions are in turn addressed through a series of ‘organising questions’.

This booklet outlines Tuxford’s Irish pathway and contains all the study units, except that for Britain 1066-1500(Year 7, term 1). The booklet on the Norman intervention in Ireland is obtainable separately on the ‘Irelandin Schools’ CD-ROM H01.


Tuxford’s Irish pathway

The history of Ireland and Anglo-Irish relations now form an integral and popular part of the History curriculumat Key Stage 3 at Tuxford School.

The syllabus is based on a series of ‘focus questions’ for each term. The focus questions are in turn addressedthrough a series of ‘organising questions’. For Britain 1066-1500, Britain 1750-1900 and A world study after1900, there is one ‘Irish’ organising question for each period. There are two Irish organising questions for Britain1500-1750.

Britain 1066-1500 (Year 7, term 1)For Britain, 1066-1500, a substantial unit of the Norman intervention in Ireland early in Year 7 registers theimportance of Ireland. In term 1 the organising question on Ireland (How complete was the Norman Conquestof Ireland?) helps to answer the key question for the term (What were the long-term consequences of 1066?).

Britain 1500-1750 (Year 7, term 3; Year 8, term 1) For Britain 1500-1750, the overriding theme is the making of the United Kingdom and is introduced at the endof Year 7. In term 3 of Year 7, the organising question on Ireland (What was the Plantation of Ulster?)addresses one of the term’s key question (What were the major political, social and religious changes of thisperiod?).

This is followed up in term 1 of Year 7 with the organising question (How did Ireland change during theseventeenth century?) helping to answer one of the term’s focus questions (Chosen by God or Parliament?Changing perceptions of kingship) and continues to address the term’s underlying question (What were the majorpolitical, social and religious changes of this period?).

Britain 1750-1900 (Year 8, terms 2 & 3)For Britain 1750-1900, the focus question in terms 2 and 3 of Year 8 is ‘Does economic development lead tosocial and political change?’ The Famine is the basis of the relevant ‘Irish’ organising question (What was lifelike in Ireland during the nineteenth century?).

A world study after 1900 (Year 9, terms 1 & 2)War is the focus of the World Study after 1900. In terms 1 and 2 of Year 9, the focus question is ‘Twentiethcentury wars - wars of words or action?’. The divided response of Irish people to World War I and the EasterRising underpins the relevant organising question (How did the situation in Ireland change in the twentiethcentury?).

TimeTo make room for this Irish pathway, some adjustments to the previous Key Stage 3 curriculum were necessarybut the gains outweighed the losses. For example, the introduction of the Norman intervention meant a reductionin time and content in the teaching of castles and castle warfare.

SummariesSee next page.

‘Ireland in Schools’ resourcesIn the fourth column of the summaries, headed resources, reference is made from time to time to ‘Ireland inSchools’. These resources are available on the ‘Ireland in Schools’ CD-ROM H02 ‘Supporting the ModernWorld Study - Ireland’. The CD-ROM is available free of charge from Professor Patrick Buckland, Chairman,‘Ireland in Schools’, 19 Woodlands Road, Liverpool L17 0AJ; e-mail: [email protected].


Year 7, Term 1: Britain 1066-1500

Focus questions: 1. What were the long-term consequences of 1066?

Organisingquestion

Teaching& learning

Keyelements

Resources Approx.weeks

How completewas theNormanConquest?

Brief study ofthe Normansin Ireland asan example ofincompleteconquest.

i. What was Ireland like beforethe Normans?

1, 2a, 2b,2d, 2e, 4a.

Study units on the Normansand Ireland (‘Ireland inSchools’).The Norman Impact of theMedieval World by N.Johnston, Colourpoint Books,1-89839-203-X, pp 20-31.

3(6 x 5 -minuteperiods)

ii. Why did the Normans go toIreland?

iii. What was Ireland like underthe Normans?

vi. Assessment based on theorganising question.

5a

Year 7, Term 3: Britain 1500-1750 (Tudors & early Stuarts)

Focus questions: 1. The make up and characteristics of the Tudor family.2. The major political, social and religious changes of this period.

Organisingquestion

Teaching& learning

Keyelements


What was the‘Plantation ofUlster’?

i. What was medieval Irelandlike?

1, 2d. Textbook: Medieval Realmsby N. Tonge & P.Hepplewhite, Nelson Thornes,0-74872-425-7, pp 48-49.

2-3(4-6 x 50-minuteperiods)

ii. Why did the English want toconquer Ireland?

2b, 2c. Problems and solutionsworksheet.

iii. What happened in Ulster andhow did Plantation changeUlster?

2d, 3a, 4a. Textbook: The Making of theUnited Kingdom, by R.Unwin, Nelson Thornes,0-74872-426-5, pp 16-17.Sources worksheet, taskworksheet, ideas worksheet.


5a, 5c.


Year 8, Term 1: Britain 1500-1750 (Cromwell)

Focus questions: 1. Chosen by God or Parliament? Changing perceptions of kinship.2. The major political, social and religious changes of this period.

Organisingquestion

Teaching& learning

Keyelements


How didIrelandchange duringtheseventeenthcentury?

i. What was seventeenth centuryIreland like?

1, 4a. Timeline, graph, task sheet. 2(4 x 50-minuteperiods)

ii. Was Ireland a threat? 3a. Textbook: The Making of theUnited Kingdom, by R.Unwin, Nelson Thornes,0-74872-426-5, pp 56-7.

iii. What happened at Drogheda? 2c, 4a, 5c. News flashes, computers.Source worksheet.Wordsearch (x2).


5a, 5c.

Year 8, Terms 2 & 3: Britain 1750-1900

Focus questions: Does economic development lead to social and political change?

Organisingquestion

Teaching& learning

Keyelements


What was lifelike in Irelandduring thenineteenthcentury?

i. Recap - what was happening inEngland at this time?

2a. 3(6 x 50-minuteperiods)

ii. Why was there a famine inIreland?

2c, 3a, 4a. Source sheet.OHT pictures.

iii. What happened during the IrishFamine?

2a. Doolough playscript (‘Irelandin Schools’).Poem; ‘The Spectre’.Task sheet.

iv. What were the results of theFamine?

2a, 2e, 4a. Extracts from ThePerambulations of Barney theIrishman (‘Ireland inSchools’).

v. Assessment based on theorganising question.

5a, 5c.


Year 9, Terms 1 & 2: A world study after 1900

Focus questions: Twentieth century wars - wars of words or actions?

Organisingquestion

Teaching& learning

Keyelements


How did thesituation inIrelandchange in thetwentiethcentury?

i. What was the Easter Rising?(Causes and consequences)

2c, 2e, 3a. Map of Dublin.Jimmy Conway’s experienceof 1916.History and fiction task sheet.OHT - ‘Leaders of the EasterRising’.Newspaper article -‘Remembering the EasterRising’.Wordsearch (x2).

3(6 x 50-minuteperiods)

ii. How did the Irish contribute tothe war effort?

3a, 4a. Source sheet.

iii. How did Ireland change afterthe First World War?

1, 3a. Paragraphs and pictures.


5a.


The study unitsThe study unit on the Normans and Ireland is available separately on IiS CD-ROM H02.


Province of UlsterRivalry and Conflict by A.Logan & K GormleyColourpoint Books, 1-89839-212-9, p. 27

Year 7, Term 3

Britain 1500-1750 (Tudors & early Stuarts)

KEY IDEAS: 1. The make up and characteristics of the Tudor family.2. The major political, social and religious changes of this period.

Organisingquestion

Teaching& learning

Keyelements


What was the‘Plantation ofUlster’?

i. What was medieval Irelandlike?

1, 2d. Textbook: Medieval Realmsby N. Tonge & P.Hepplewhite, Nelson Thornes,0-74872-425-7, pp 48-49.

2-3

ii. Why did the English want toconquer Ireland?

2b, 2c. Problems and solutionsworksheet.

iii. What happened in Ulster andhow did Plantation changeUlster?

2d, 3a, 4a. Textbook: The Making of theUnited Kingdom, by R.Unwin, Nelson Thornes, 0-74872-426-5, pp 16-17.Sources worksheet, taskworksheet, ideas worksheet.


5a, 5c.


Why did the English want to conquer Ireland?

The Planters were Protestant, like the English.

A larger area would be under English rule.

The planters brought civilisation.

Planters used English laws.

Plantations meant fewer raids on the Pale.

The planters, as Protestants, were no friends of the Spanish.

The planters spoke English.

Planters obeyed English rule.

Plantation meant that fewer Irish lords could afford to raise armies.

Irish lords rebelled against English rule.

The Irish were Catholic.

English people thought that the Irish were savages.

Armies to crush rebellions were costly.

Spain might use Ireland to launch an attack on England.

The Pale was only a small area of Ireland.

The Irish used their own laws.

Irish landowners raised rebel armies.

The Irish spoke Gaelic.


Problems and solutions

Security Religion Control


Planters- Spoke English- Protestant religion- Got cheap land- New start in life- Good quality land- Potential to become wealthy- Some protection- Unknown country- Could be attacked be rebels- Hated by many Irish

TaskImagine that you are living in Ulster after the plantations. Your task is to write apoem from the viewpoint of EITHER a planter or an Irish person.

Use the ideas boxes above to help you to imagine how this person may have beenaffected by the Ulster plantation. Think about how the person felt about theplantation.

A plantation bawn

Irish- Spoke Gaelic- Catholic religion- Had land taken away- Forced onto poor land- Attacked planters- Became workers or tenants on

the planters’ land.Irish house

How did Plantation change Ulster?


There is not one acreleft to him, nor to anylord of his line,No house at Enagh, orFaugham Vale, no cattlein Glenkonkeine.

Task

Read the poem by Alice Milliganabout the O’Cahan Clan and answerthe following questions.

1. List three things the O’Cahanshave lost due to plantation.2. What other reasons would clanslike the O’Cohans have for hatingthe planters?

RespondUsing the ‘Ideas’ worksheet writeyour own poem about life in Ulsterafter plantation. You can choose towrite from either the viewpoint ofthe Irish or as a planter.

This is a drawing of a tombof an O’Cahan chieftaincalled Cooey-na-Gael whichmeans ‘The Terror of theStranger’.

How did plantation change Ulster?


TaskThe sources aredescriptions of the Ulsterplantations. Read thesources carefully and thenanswer the questions below.

1. Do sources A and Bsuggest that plantation isworking? Give examples.

2. What evidence is there inall three sources that therewere some problems?(Mention each of thesources and give examples.)

Source C

The Earl of Castlehaven has 3000acres on which there is no buildingat all. There are few Englishfamilies on the land. On the Earl’sother 2000 acres, there is a ruinedhouse. The rest of the land isrented to 20 Irish gentlemen, whohave about 3000 people of all sortson the land.

(Description of Lord Castlehaven’s estateat Forkhill, Armagh, 1619)

Source BSir George Hamilton has built60 houses for his tenants.They have good stores ofcattle and plenty of weapons.Sir John Drummond had hiswife and servants in thecountry. Nine or tenhouseholds are settled withgoods and cattle. JamesClapham has a good house andbawn, but only half his tenantsare on his land. He has askedfor the king’s mercy for beingslow to carry out hisconditions. Sir Claude Hamiltonhas poor land. There is nothingbuilt and few or no tenants onhis land.

(Strabane survey, 1613)

Source ASir George Hamilton has built agood house of timber for hiswife and family. He has broughtover some Scottish families whohave built a bawn and houses. SirJohn Drummond, with 1000 acreshas one Scotsman on his land,James Clapham, with 2000 acres,is resident, and is ready to putpeople on his land. Sir ClaudeHamilton has 2000 acres but hasnot appeared and has done nowork.


Key words

Bawn = a large fortified house to defendthe new settlers

Sources


Assessment: a source investigation

Was the Plantation of Ulster a success?

1. Study Source AWhat does source A tell us about what happened as a result of the Ulster Plantation?

(4)

2. Study source BHas anything changed as a result of Plantation two years later? (6)

3. Study Sources A and BDo sources A and B suggest that Plantation is working? (7)

4. Study Source CIs Source C useful for showing whether or not Plantation was working? (8)

5. Study sources A - CWhat evidence is there in each of the sources that there were some problems withPlantation? (8)

6. Study sources A - CUse the sources and your own knowledge to discuss what happened as a result of theUlster Plantation (12)

Total = 45SPG = 5Total Marks = 50



The Ulster Plantation - sources

Source A

Sir George Hamilton has built a good house of timber for his wife and family. He hasbrought over some Scottish families who have built a bawn and houses. Sir JohnDrummond, with 1000 acres has one Scotsman on his land, James Clapham, with 2000acres, is resident, and is ready to put people on his land. Sir Claude Hamilton has 2000acres but has not appeared and has done no work.


Source B

Sir George Hamilton has built 60 houses for his tenants. They have good stores of cattleand plenty of weapons. Sir John Drummond had his wife and servants in the country.Nine or ten households are settled with goods and cattle. James Clapham has a goodhouse and bawn, but only half his tenants are on his land. He has asked for the king’smercy for being slow to carry out his conditions. Sir Claude Hamilton has poor land.There is nothing built and few or no tenants on his land.


Source C

The Earl of Castlehaven has 3000 acres on which there is no building at all. There arefew English families on the land. On the Earl’s other 2000 acres, there is a ruined house.The rest of the land is rented to 20 Irish gentlemen, who have about 3000 people of allsorts on the land.

(Description of Lord Castlehaven’s estate at Forkhill, Armagh, 1619)


Cromwell’s Irish campaignThe Race to Rule by A. Hodge

Colourpoint Books, 1-89839-249-8, p. 62

Year 8, Term 1

Britain 1500-1750 (Stuarts)

FOCUS QUESTION: 1. Chosen by God or Parliament? Changing perceptions of kinship.2. The major political, social and religious changes of this period.

Organisingquestion

Teaching& learning

Keyelements


How didIrelandchange duringtheseventeenthcentury?

i. What was seventeenth centuryIreland like?

1, 4a. Timeline, graph, task sheet. 2

ii. Was Ireland a threat? 3a. Textbook: The Making of theUnited Kingdom, by R.Unwin, Nelson Thornes, 0-74872-426-5, pp 56-7.

iii. What happened at Drogheda? 2c, 4a, 5c. News flashes, computers.Source worksheet.Wordsearch (x2).


5a, 5c.


Timeline - Ireland 1500 - 1700


The Race to Rule by A. Hodge, Colourpoint Books, 1-89839-249-8, p. 65

0102030405060708090

100

1603 1641 1688 1703 1788

Year

Perc

enta

ge o

f lan

d

Catholics

Protestants

A graph of changes in the land owned by Catholics and Protestantsbetween 1603 and 1788


Changes in Ireland - task sheet

Task 1Look at the timeline and the graph. Read the statements below and decide which aretrue and which are false. Write all of the true statements into your textbooks.

1. England became a Catholic country in the 1530s.2. The English King, Henry VIII, called himself Lord of Ireland in 1541.3. All of the Irish people then became Protestants.4. The English felt that the Irish people could be trusted and, left them to

their own devices.5. Catholic Spawn helped the English Protestants fight the Irish.6. Some English Protestants were sent over to take over many lands and

rule in Ireland.7. The Protestants won an important battle in 1690.8. The Protestants ruled 20% of the lands by 1603.9. The Protestants ruled over 90% of the lands by 1788.10. The Catholics ruled 50% of the land in 1688.

Task 2Explain, using the graph, how the lands held by (a) the Protestants and (b) the Catholicschanged in this period.

Task 3Using both the timeline and the graph write a paragraph to explain how the lives of Irishpeople changed in this period.


A plan of Drogheda inthe mid-seventeenthcentury.

Cromwell’s soldiers brokeinto the town at St Mary’sChurchyard (A).

The massacre of the garrisontook place at Millmount (B).

St Peter’s Church (C) wasburned down on Cromwell’sorders.

Footsteps in Time by K. McCarthy,C.J. Fallon, 0-71441-232-5, p. 242

Drogheda - news room exercise

Use the following news flashes to enable pupils to type up a newspaper storyon the computer about the siege of Drogheda. Pupils can think of their own headline.

1. Cromwell’s men get past the southern wall.

2. St. Mary’s church is hit.

3. Cromwell’s guns fire on the southern wall.

4. Cromwell’s men attack Mill Mount and kill Sir Arthur Aston.

5. The Royalists forget to pull up the drawbridge to stop Cromwell fromgetting to the north.

6. 1,400 people die in St Peter’s Church where they have gone forprotection because the soldiers set fire to it.

7. Cromwell lets his men rob and murder people in the town.


Source AWhen the city was captured by the heretics, the bloodof the Catholics was mercilessly shed in the streets, inthe dwelling houses amd in the open fields. To none wasmercy shown: not to women, nor to the aged, nor to theyoung. The majority of the citizens became the prey ofthe parliamentary troops.

(A Jesuit priest’s eye-witness account of the attack on Drogheda)

Source B[In 1649] Oliver Cromwellwas sent to Ireland to dealwith the Catholic rebellion.The methods he used tocrush the rebels were harsh.When English soldierscaptured the garrison ofDrogheda they ran wild,killing nearly 3000 people(including 200 women).

(From The Irish Question by Hamish Macdonald, 1985)

Source CThe men were about 3000 strong in the town, Theymade a stout resistance. Nearly 1000 of our menentered, but the enemy forced them out. God gavea new courage to our men: they entered again andbent the enemy from their defences. They hadmade three fortifications to left and right ofwhere we entered, out of which they were forcedto leave. We refused them quarter. I believe weput to the sword the whole number of defendants.I do not think 30 of them escaped. Those who didare in safe custody waiting to be sent toBarbadoes. I am persuaded this is the righteousjudgement of God upon these barbarous wretcheswho dipped their hands in innocent blood.

(Cromwell on the massacre of Drogheda, September 1649)

TaskRead the sources above and answer the following questions:

1. Do you think that Source A is a reliable account of the events of 1649? Explain youranswer.

2. How does the author of Source B interpret the actions of Cromwell and his soldiers atDrogheda in 1649?

3. Using Source C explain how Cromwell justified his actions at Drogheda.4. Look at all of the sources. Are they equally useful as evidence for historians writing

about the events at Drogheda in 1649? Explain your answer.

The siege of Drogheda - sources


Cromwell & Ireland - wordsearch 1

M A S S A C R E W 0 L P U N M

L U P O M M B N I 0 K C D S I

S Q U E V V K L P D D I N I O

M O Y R S A A W R S R I L D N

I D L F G H R A O L O R C L E

L C V D D N M R T K G E A C N

I V B N I M K F E S H L T R G

T R O O T E E A S E E A H O L

A S I E G E R R T O D N O M I

R E D P O I V E A C A D L W S

Y T G A E L I C N T I P I E H

I O P K N N V C T Q W R C L P

Q R E B E L L I O N E W T L I

G A R R I S O N W T Y U I O P


Cromwell & Ireland - wordsearch 2

M A S S A C R E W 0 L P U N M

L U P O M M B N I 0 K C D S I

S Q U E V V K L P D D I N I O

M O Y R S A A W R S R I L D N

I D L F G H R A O L O R C L E

L C V D D N M R T K G E A C N

I V B N I M K F E S H L T R G

T R O O T E E A S E E A H O L

A S I E G E R R T O D N O M I

R E D P O I V E A C A D L W S

Y T G A E L I C N T I P I E H

I O P K N N V C T Q W R C L P

Q R E B E L L I O N E W T L I

G A R R I S O N W T Y U I O P

MASSACREKILLMILITARYSOLDIERWARFAREPROTESTANTCATHOLICGAELIC

GARRISONIRELANDENGLISHSIEGECROMWELLDROGHEDAREBELLION



What happened at Drogheda?

1. Study Source AWhat does source A tell us about what happened at Drogheda in 1649? (4)

2. Study Source BDoes the author of Source B give a similar account of events? (6)

3. Study Source CHow does Cromwell justify his actions at Drogheda in 1649? (7)

4. Compare Sources A and CWhy do sources A and C show different views? (8)

5. Study Source DIs source D an accurate interpretation of the events at Drogheda? (8)

6. Study sources A - DUse the sources to help to explain, in detail, what happened at Drogheda in 1649.

(12)




Drogheda - sources

Source A

When the city was captured by the heretics, the blood of the Catholics was mercilesslyshed in the streets, in the dwelling houses and in the open fields. To none was mercyshown: not to women, nor to the aged, nor to the young. The majority of the citizensbecame the prey of the parliamentary troops.

(A Jesuit priest’s eye-witness account of the attack on Drogheda)

Source B

[In 1649] Oliver Cromwell was sent to Ireland to deal with the Catholic rebellion. Themethods he used to crush the rebels were harsh. When English soldiers captured thegarrison of Drogheda they ran wild, killing nearly 3000 people (including 200 women).

(From The Irish Question by Hamish Macdonald, 1985)

Source C

The men were about 3000 strong in the town. They made a stout resistance. Nearly1000 of our men entered, but the enemy forced them out. God gave a new courage toour men: they entered again and beat the enemy from their defences. They had madethree fortifications to left and right of where we entered, out of which they wereforced to leave. We refused them quarter. I believe we put to the sword the wholenumber of defendants. I do not think 30 of them escaped. Those who did are in safecustody waiting to be sent to Barbadoes. I am persuaded this is the righteousjudgement of God upon these barbarous wretches who dipped their hands in innocentblood.

(Cromwell on the massacre of Drogheda, September 1649)

Source D ‘Drogheda’ - Ireland. A Graphic History by M. Llywelyn & m. Scott, Element, 1-85230-627-0, chapter 7


There is nothing worseThere is nothing worse than telling your children there is no food.There is nothing worse than eating rotten food.There is nothing worse than losing your home.There is nothing worse than leaving your country.There is nothing worse than not knowing anyone.

I can only be grateful that I am alive.John O’Connor, Y9, King David High School

This is what a blighted potato looks like.They turn really mushy and smell awfully. Rotting potato plant

Year 8, Terms 2 & 3

Britain 1750-1900

FOCUS QUESTION: Does economic development lead to social and political change?

Organisingquestion

Teaching& learning

Keyelements


What was lifelike in Irelandduring thenineteenthcentury?

i. Recap - what was happening inEngland at this time?

2a. 3

ii. Why was there a famine inIreland?

2c, 3a, 4a. Source sheet.OHT pictures.

iii. What happened during the IrishFamine?

2a. Doolough playscript (‘Irelandin Schools’).Poem; ‘The Spectre’.Task sheet.

iv. What were the results of theFamine?

2a, 2e, 4a. Extracts from ThePerambulations of Barney theIrishman (‘Ireland inSchools’).

v. Assessment based on theorganising question.

5a, 5c.


Source BIn the first [house], six famished and ghastlyskeletons, to all appearances dead, werehuddled in a corner on some filthy straw, theirsole covering what seemed a ragged horsecloth.... I approached with horror, and found by alow moaning they were alive - they were infever, four children, a woman and what hadonce been a man ... In a few minutes I wassurrounded by at least two hundred suchphantoms, such frightful spectres as no wordscan describe .... Their demoniac yells are stillringing in my ears and their horrible images arefixed upon my brain ....

Nicholas Cummins, a magistrate of Cork,to the Duke of Wellington. The letter was

published in The Times, 24 December 1846.

Source CDependence on charity is not to be made anagreeable mode of life.

Too much has been done for the people. Undersuch treatment the people have grown worseinstead of better, and we must try whatindependent exertion will do.

Charles Trevelyan on government policyduring the Famine.

TaskLook at the sources above and answer the following questions:

1. Look at source A. Write down what you think is happening in the picture.2. Read source B. How do you think Mr Cummins felt about what he saw. Choose some key

words from his letter and include them in your answer.3. Look at sources A and B. How can source A help to explain what is happening in source

B?4. Read source C. What seems to have been Trevelyan’s attitude towards people starving in

Ireland? Explain your answer.

Source APicture taken from The

Illustrated London News, 1849.

Famine in Ireland - sources


Women digging for potatoes in County Roscommon, mid-19th century.


The Spectre ‘H.D.’, London 1851

Far West a grim shadow was seen, as ’tis said,Like a Spectre from Famine and Pestilence bred;His gaunt giant-form, with pale Poverty wed.

The fell Spectre advanc’d - who the horrors shall tellOh his galloping stride, as he sounded the knellOf thousands on thousands who 'neath his eye fell?


The Irish Famine - task sheet

Task 1Read the poem ‘The spectre’ and answer the following questions in full sentences.

1. What is the poem about?2. Where is the ‘far west’?3. What does ‘the spectre’ represent?4. What were the ‘horrors’ described in the poem?5. How does the poem make you feel?

Task 2Make up your own short poem about the famine in Ireland. Use the word box underneathto help you. Think about how you want to make the reader of your poem feel.

Hunger Fear Disease Potato Poverty Blight

Horror Starve Irish British Peasant Famine

Parliament Tenant Crop Fever Corpse Food


Perambulations of Barney the Irishman This book was written by Bernard McAiney, known in Sheffield and Derbyshire as Barneythe Irishman. Bernard was born in County Monaghan in 1790, and came to England in1810. This extract tells the story of his difficult search for work in the weeks following hisarrival in England. After spending ten years working as an agricultural labourer in Derbyshireand Nottinghamshire, Bernard became a table knife cutter in the 1820s, but was unable tomake a living; he spent another few years as a tobacco seller before moving to Sheffield,where he worked in the cutlery trade.

As my father intended me to get myliving by the pen, I left my nativecountry at the instigation of my uncleSolomon, who was a smith and farrier tothe army some years before inManchester. I was equipped with a newsuit of clothes, and everything necessaryfor a long journey, with recommendationsfrom the priest, squire, and magistrate;and bidding farewell to parents,relatives, and friends embarked forLiverpool, where I safely landed on 22ndJuly, 1810. I stopped only a short timethere, as I was afraid of the press gang.I walked as far as Warrington, andsucceeded in getting a good privatelodging, where many respectable peoplestopped who came to Warringtonmarket...

I then proceeded to Manchester, full ofexpectation that I could get a situationas a clerk or bookkepper [sic] in some ofthe mercantile houses of that city, butfailed in obtaining one; thus were my airycastles demolished... Being nearly twentyyears of age, I thought it was time topart with my downy honours, and went toa barber’s shop in Deansgate to getshaved. Having seated myself, I wassurprised to see a young woman

commence lathering my chin; andwhether it was the pleasure I felt incontemplating her fine features, or thatmy beard was soft, I know not, butcertain it is I never have had so easy ashave since.

I remained with a cousin in the samestreet a week, during which time Iapplied for a situation, but in vain; foreither my coarse appearance orHibernian accent prevented my success.Chagrined, disappointed, and nearlypennyless [sic], with my spiritsdepressed, I knew not what to do... Inthis situation I was walkingdisconsolately, when I met with anIrishman who was going hay-making. Hetold me he could get me two shillings aday and two drinkings. I gladlyembraced his offer, delighted at theprospect of obtaining something to do. Iworked a week at this occupation, andthen made new exertions to obtain asituation; but notwithstanding all thatmyself and my friends could do, it was invain. I was now resolved to take anysituation, however humble, to procure aliving by the most honourable of all ways- the sweat of my brow.

From: The Perambulations of Barney the Irishman, Written by Himself (1850), pp 3-4


Assessment: letter writing

The impact of the Irish Famine

Dear cousin,I am writing you this letter from America. I just wanted to let you knowhow we are all getting on in our new home.

As you know we had to leave our home in Ireland at the end of last yearbecause of the terrible famine. Life in Ireland, at the time, was trulyawful. For example, ...[describe life in Ireland during the Famine].

The famine was caused by... [explain what caused the famine].

We lost most of our potatoes. This was a catastrophe because ...[explain why the loss of the potato crop was such a catastrophe].

The English government tried to solve the problem by ...[explain what the English government did - was this a success?]

As a result of the famine ...[explain the consequences of the Great Famine].

My life is very different now ...[Be creative, describe your new life in America, how is it different from life in Ireland?.Is life better for you now?]

Goodbye and take care,

Your cousinxxx


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Year 9, Terms 1 & 2

A world study after 1900

FOCUS QUESTION: Twentieth century wars - wars of words or actions?

Organisingquestion

Teaching& learning

Keyelements


How did thesituation inIrelandchange in thetwentiethcentury?

i. What was the Easter Rising?(Causes and consequences)

2c, 2e, 3a. Map of Dublin.Jimmy Conway’s experienceof 1916.History and fiction task sheet.OHT - ‘Leaders of the EasterRising’.Newspaper article -‘Remembering the EasterRising’.Wordsearch (x2).

3

ii. How did the Irish contribute tothe war effort?

3a, 4a. Source sheet.

iii. How did Ireland change afterthe First World War?

1, 3a. Paragraphs and pictures.


5a.

1a. ‘The Birth of the Republic’ by Walter Paget, 1916 - anartist’s impression of the scene inside the General Post Office,Dublin, at the height of the Easter Rising, just before thesurrender.

Patrick Pearse stands (hatless and holding a revolver) on the leftof the stretcher, where James Connolly lies wounded. Thepicture was commissioned in 1916 by supporters of the Risingand the artist has caught the ‘romance’ of the occasion in heroicstyle.

National Museum of Ireland

2b. The Battle of the Somme: avery famous painting, by JamesPrinsep Beadle, ‘The Attack bythe 36th (Ulster) Division,Somme, 1st July 1916', 1917.

Beadle, a military artist, paintedscenes from the Great War,often from imagination andsometimes with the help fromveterans - in this instance theyoung officer with his arm raised.

Belfast City Council


History & fiction

Read the summary of Jimmy Conway’s experience of the Easter Rising in 1916 andcomplete the following tasks.

Task 1Answer the following questions in full sentences.

1. Where was Jimmy’s father?2. Who led the rebellion?3. Why was Jimmy so confused?4. Why did Jimmy think that fighting for the Volunteers was more exciting than

being a soldier in the British Army?5. What did the notice on Nelson’s Column say?6. a. How did some people take advantage of the situation?

b. Why did they do this?7. Why was it so dangerous to be in Dublin at this time?

Task 2Imagine that you are a young Irish person living in Dublin in 1916. Write a diary entryto explain how you would have felt if you had experienced the Easter Rising.

Include the following words in your diary entry:- danger- excitement- loyalty- scared- the War- confused- looting.


Jimmy Conway’s experience of 1916Based on The Guns of Easter by G. Whelan, O’Brien Press, 0-86278-449-2

It is 1916 and Jimmy Conway lives in the Dublin slums and is caught up in the Easter Rising. Whilehis father is away in France, fighting with the British army, his uncle Mick joins the Rising, fightingagainst the British army in Dublin. Jimmy feels he must be the provider for his mother and two youngersisters. Setting out to find food or money, he finds himself adrift in a nightmare version of the world hehas known, questioning old loyalties.

I missed Da. Over a year had passed since he had gone to fight for the British army in France. Hiswages meant that we had more money but I wish that he was at home with us.

Some of the British soldiers were in Dublin and I thought that the soldiers who rode horses lookedreally grand and wanted to be like one of them. However, many of the soldiers in the British Armywere old men and we called them Georgeous wrecks. I stopped my friend Tommy Doyle fromjoining other boys who were teasing the old soldiers. It was just as well that I did this as one of theold men was so upset that he had a heart attack and died. Mam was pleased with me because mygrandfather - an Irishman - had once fought for the British in Africa.

I also admired my Uncle Jim who was helping to free Ireland against the British during Easter 1916and the rest of my story is about what happened at this time. This rebellion was led by JamesConnolly of the Citizen’s Army and Padraic Pearce of the Irish Republican Brotherhood whowere near the Post Office Building. I went to see what was happening and could see both of theseleaders with their men.

The crowds were jeering them - saying that they were paid by the Germans. Suddenly, the mencharged at the Post Office - everyone was shocked. I knew that the battle had started and feltexcited about Mick supporting the volunteers in a rebellion against the English - this seemed muchmore exciting than being a soldier in the British Army. They are fighting for Ireland! However, itwas very confusing. On the one hand, I supported those men who were fighting for Ireland. Onthe other, I could tell that many of the British Army soldiers were Irish - just like Da, fighting. Thismeant that Irishmen were shooting at each other in Dublin!

The Irish fighters took over the General Post Office and were able to stand up to the attack by theBritish Lancers who retreated in the face of the Irish guns. Many soldiers lay dead. I went over toget a soldier’s gun and threw it to the men in the Post Office. A woman called me a rebel and I feltproud.

I wanted to find Uncle Jimmy and guessed that he would be at the Green. When I got there I sawone of Jimmy’s friends at the Green talking to Countess Markievicz. She was one of the rebelsand was carrying a gun and looked really glamorous. I saw Jimmy at the corner of the Green andwent to talk to him - feeling very proud. He told me about how the fighting was going.

The battle seemed to be going well for Jimmy’s side. I looked at a notice on Nelson’s column: itsaid - THE PROVISIONAL GOVERNMENT OF THE IRISH REPUBLIC- TO THE PEOPLE OFIRELAND. Someone told me that the Volunteers had said that we now had a republic. However,some people took advantage of the situation, since they were poor and hungry. Lots of peoplelooted shops during the fighting. I felt this was wrong but picked up some food to take to Mam.Two volunteers came to try and stop the people from looting - one of them was crying because ofwhat he saw. Although I did not agree with what the people were doing I understood why theywere doing it.


Later, I heard that the British troops invaded the Green and was worried about what had happenedto Mick. However, I had an important job to do.

Mick knew we would have difficulty in getting food and gave his savings to Aunt Ellie to help us.I had to get to my aunt’s house to get money or food from her for Mam. This took a long timebecause I had to keep out of the way of the fighting.

When I got to Burgh Quay a British Army soldier told me to get off the bridge and take cover. Hequestioned me about what I was doing. When I told him that people were looting - he said heunderstood why since they were so poor. He told a soldier to give me a cup of tea and take me tosafety. The soldiers gave me a handful of coins and wished me well. This seemed very strange,these people did not seem like the enemy!

However, it was very dangerous to be in Dublin. Many ordinary people just came to look at whatwas happening – some got shot by accident. During my journey I saw some volunteers lying dead.My friend Billy Moran went to get a gun from one of them and, to my horror, I saw him shot byone of the soldiers, mistaking him for one of the volunteers.

At other times it was the British soldiers who were getting shot. The volunteers were fighting offthe soldiers at Mount Street bridge and were able to kill many of them from houses onNorthumberland Road and Clanwilliam House. I heard a woman saying, ‘The poor, poor boys’.When the fighting stopped civilians including a priest went to help the wounded soldiers. Later,I saw that the houses held by the volunteers had been destroyed by the end of the fighting.

I finally reached Aunt Ellie’s house and found that she had bought food for us - which I had to getback to Mam. On my journey home I saw the British soldiers I had met earlier. I realised theywere soldiers like Da. One called Martin came from Ulster said - I think some of us are wonderingwhat we are doing here shooting at Irishmen and burning down Dublin. When we parted we bothwhispered - Up the rebels!


Remembering the Easter Rising, 1916

Extract from the Irish Independent newspaper printed in 1966 on the fiftiethanniversary of the Rising.

DUBLIN FLAMES KINDLED A NATION’S SPIRITFifty years ago in Dublin, seven men with a dream led out a smallarmy of Irishmen and women - that Ireland might be free. Thedream was an age-old one.

THE DREAMThe dream of a free Ireland, obeying no other authority except herown; a Republic in which the Irish people would resume theirrightful heritage as owners and rulers of the land.

This was the dream of Pearse, Connolly, Clarke, Plunkett,MacDonagh, McDermott and Ceannt. By force of arms they setout to make reality of the dream. After their fight and their deathsthings were never the same again in Ireland. The nation had beenset upon a road on which there could be no turning back. Irelandcould never again be cheated.

During the Rising, the leaders printed a PROCLAMATION, whichset out Ireland’s RIGHT to be a free country.

We declare the right of the people of Ireland to theownership of Ireland, and to ... the control of Ireland’sfuture, to be sovereign and indefeasible (true) .The long usurpation of that right by a foreign people andgovernment has not extinguished the right, nor can it everbe extinguished except by the destruction of the Irishpeople.

This Proclamation was signed in blood by the seven leaders of theRising. Scores of others also sacrificed their lives for it, hundredsmore suffered imprisonment and internment, thousands forfeitedfreedom, comfort and careers to carry its term into effect.

Are we today fully mindful of what occurred in that Easter Weekof 1916? Have we forgotten the dream for which these men died?


Leaders of the Easter Rising


Living History 2 by M. Collins et al., The Educational Company, 086167-831-1, p. 398

Map of Dublin in the Rising


The Easter Rising - wordsearch 1

P T S D S D W E Y T E W N C B

W O U R T I M A C V R P F T B

M A R T Y R E S W W V O S E R

D E R B O R M T N R E M O S G

U R E P T Y I E O P A S U P X

B V N M E N B R I T I S H N S

L R D E R A T Y U I O P K R A

I P E I L L R K J H G F I E S

N R R Y E W R S C Z Z B L P O

R Y W P T O N V E B Y U L U P

Z R I S I N G Q U I O P M B V

Y Q E S B W E R P I U N Z L X

O F I G H T M J K E W D S I N

Q W W P O Y E R R E B E L C Q

R T Y U S F H K V A I W O A J

P Q E X E C U T I O N T Y N Y

P O S T O F F I C E W V H U K


The Easter Rising - wordsearch 2

P T S D S D W E Y T E W N C B

W O U R T I M A C V R P F T B

M A R T Y R E S W W V O S E R

D E R B O R M T N R E M O S G

U R E P T Y I E O P A S U P X

B V N M E N B R I T I S H N S

L R D E R A T Y U I O P K R A

I P E I L L R K J H G F I E S

N R R Y E W R S C Z Z B L P O

R Y W P T O N V E B Y U L U P

Z R I S I N G Q U I O P M B V

Y Q E S B W E R P I U N Z L X

O F I G H T M J K E W D S I N

Q W W P O Y E R R E B E L C Q

R T Y U S F H K V A I W O A J

P Q E X E C U T I O N T Y N Y

P O S T O F F I C E W V H U K

EASTERRISINGDUBLINTROOPSPEARSECONNOLLYPOST OFFICEKILL

REBELFIGHTBRITISHREPUBLICANSURRENDERMARTYREXECUTION


Source DIreland is not at war withGermany. England is at war withGermany. We are Irishnationalists and the only duty wecan have is to stand forIreland’s interest.

Arthur Griffith, Sinn Fein leader, 1914

Source ATo force conscription on Irelandis wrong. The Irish have a rightto resist it as long as they staywithin the law.... All Ireland willrise against you.

John Dillon, Home Rule MP, 1918.

Source BI hated it! I hated it! It was an awful place, towork in a mill in those days. I enlisted becauseit was an escape route out of the Mill, for surelylife holds more than the Mill can offer ... Iremember marching down the Shankill Road in abody to the old Town Hall and joining up there. The great thing about the 36th Division wasthat they were all comrades, they were all fromone place. We didn’t know everybody, but we knew they were Ulster people and we had thepeople we went to school with in our lot. Wewere a very young lot.

John Christie, linen worker in Belfast,aged 16 when the war started.

Source CThe interests of Ireland are atstake in this war. I say to you -go and fight in defence offreedom and of religion in war.

John Redmond MP, leader of the Home Rule party, 1914.

TaskRead the sources and answer the following questions. Explain youranswers.

1. Read source A. What does Dillon mean when he says that ‘to forceconscription on Ireland in wrong’?

2. Read source B. Why did John Christie enlist in the army?3. Read sources C and D. How do they differ in their arguments about

Ireland’s involvement in the First World War?4. Using all the sources, explain why Ireland’s involvement in the First

World War caused such differences of opinion.

Ireland & the First World War - sources


Picture BPicture A

Picture C: Northern Ireland’s Parliament - called Stormont -was opened by King George V in 1921

Picture D Picture E: The Black and Tans

Ireland after the First World War - pictures


Picture G: A march by Republicans remembering the Easter RisingPhotograph taken in Northern Ireland, probably in the 1970s

Picture F


Ireland after the First World War - paragraphs to match to pictures

After the Easter Rising many people in Ireland voted for Sinn Fein which wanted tosplit Ireland from the rest of Britain. It won the most votes in 1918 while itsleader Eamon de Valera was in an English prison! Most Catholics wanted to leaveBritain while most Protestants wanted to stay as part of it.

Sinn Fein refused to go to London and set up its own government. War followed andthe British used a police from England called the Black and Tans (named after theiruniforms).

In the end the British decided to split Ireland in two in 1921. Southern Ireland,where most people were Catholics was to rule itself, and Northern Ireland (calledUlster) where most people were Protestants stayed part of the United Kingdom buthad its own parliament called Stormont. Sinn Fein was against their country beingsplit in two.

Catholic people who lived in Northern Ireland had less chances of jobs or housesthan Protestants. In 1968 Catholic people in Northern Ireland went on marches totry and get equal rights to Protestants. There was nasty fighting with the police.

Fighting got worse. The Provisional Irish Republican Army was set up to protectCatholics while groups like the Ulster Volunteer force protected Protestants. TheBritish government decided to rule northern Ireland from London.

Since September 1994 fighting has stopped and the leaders in northern Ireland,Southern Ireland and Britain are trying to sort out their arguments by talkingrather than the use of guns.



How did the Irish feel about their involvement in the First World War?

1. Study Source AWhat does Source A tell us about Dillon`s view on Irish involvement in the FirstWorld War? (4)

2. Source 8What different view on Ireland’s involvement in the First World War do you get fromSource 8? (6)

3. Study sources A and 8Why do you think that sources A and 8 show different views? (7)

4. Study Source CHow useful is source C for showing the attitude of the Irish people to fighting in theFirst World War? (8)

5. Study Source DIs source D useful to help explain how the Irish felt about fighting in the First WorldWar? (8)

6. Study sources A - EUse the sources to help to explain how the Irish felt about their involvement in theFirst World War. (12)



The Battle of the Somme: soldiers fromthe Royal Irish Rifles taking a rest.


Ireland and the First World War - sources

Source A

To force conscription on Ireland is wrong. The Irish have a right to resist as long asthey stay within the law.... All Ireland will rise against you.

John Dillon, Home Rule MP, 1918

Source B

The interests of Ireland are at stake in this war. I say to you - go and fight in defenceof freedom and of religion in war.

John Redmond MP, leader of the Home Rule party, 1914

Source C

I hated it! I hated it! It was an awful place, to work in a mill in those days. I enlistedbecause it was an escape route out of the Mill, for surely life holds more than what themill can offer ... The great thing about the 36th Division was that they were all comrades,they were all from one place. We didn’t know everybody, but we knew they were Ulsterpeople and we had the people we went to school with in our lot. We were a very younglot.

John Christie, linen worker in Belfast, 16 when the war started

Source D

Ireland is not at war with Germany. England is at war with Germany. We are IrishNationalists and the only duty we can have is to stand for Ireland’s interest.

Arthur Griffith, Sinn Fein leader, 1914

Source E

an irish pathway - iisresource.org irish pathway for history at key ... to make room for this irish...

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