New Key Stage 3 History Programme of Study A ... - Ireland in Schools

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5. Ireland under the Union: 1916 & First World WarA. Single lessons5.1. Why was World War Iunlike previous wars? Ireland& World War I - opposingviewsTrafford Pilot SchemeB. Study units5.2. Fighting for whom? 1916in Ireland & on the WesternFrontBirmingham Pilot Scheme5.3. Fighting for whom -1916?The Easter Rising & the Battleof the SommeBlackpool Pilot Scheme5.4. Fighting for whom -1916?The Easter Rising & the Battleof the Somme. A RelationaldiagramBlackpool Pilot Scheme -Thinking skills exercise5.5. How did the situation inIreland change in thetwentieth century?Nottingham Pilot Scheme5.6. The Easter Rising &beyond. Ireland in the earlytwentieth centuryNorthampton Pilot Scheme1. Look at the recruitment posters. What emotions and feelings are they appealing to?2. Look at the language used by John Redmond, Edward Carson, Arthur Griffith andJames Connolly.a. What words or phrases are used to gain support for the war? Explain theirimportance.b. What words or phrases are used to oppose the war? Explain their importance.3. Look at the paintings of the Battle of the Somme and Patrick Pearse. Explain thedifferent actions of the Ulster Unionists and Irish Republicans in 1916.4. Compare the artist’s impression with Sean O’Casey’s account of the scene insidethe GPO in Dublin. In what ways are they similar and different?5. Compare the anti-conscription posters with the recruitment posters. Explain howand why they are so different.http://iisresource.org/Documents/1916_Trafford.pdf1. What warfare were Irish people involved in 1916?2. For whom would you fight?3-8. Fighting for whom? - using historical novels* to explore motives & experiences9. Why did people join up?10. Linking history and fiction11. Review12. Remembering 1916* The Guns of Easter by Gerard Whelan, O’Brien Press, 0-86278-449-2No Peace for Amelia by Siobhán Parkinson, O’Brien Press, 0-86278-378-XStudent workbookhttp://hometown.aol.co.uk/KHA200/1916_Workbook.pdfNotes for Teachershttp://hometown.aol.co.uk/KHA200/1916_Notes_Teachers.pdf1. What were the origins of the Easter Rising?2. For whom should I fight? An Irishman’s dilemma in 19163. Who was a friend & who was a foe in Ireland in 1916?4. Michael Collins - hero or villain?http://iisresource.org/Documents/1916_Blackpool.pdf1. PowerPoint presentation handoutUsing a relational diagram2. Venn diagram 1.Pupil task sheet: Extended writing3. Venn diagram 24. What and how have we learned?http://iisresource.org/Documents/1916_Relational_Diagram_MM.pdf1. What was the Easter Rising?2. How did the Irish contribute to the war effort?3. How did Ireland change after the First World War?http://hometown.aol.co.uk/KHA200/1916_Tuxford.pdf1. Different views on Ireland2. Reporting the Easter Rising. Work in pairs for the following activitiesa. Look at the source sheets and points 8-12 in Task A.b. Make a list of the main things which happened.c. Make a list of words and events !for’ what Pearce and his supporters did.d. Make a list of words and events against what Pearce and his supporters did.e. We want two newspaper articles. One will be aimed at the British and one forthe Irish. Each of you is to do one article by yourself. Decide which each of youis going to do.f. Choose the pictures which would support your side and either write a newspaperIiS, Irish History for Key Stage 3, 18
5.6b. Fortune line: MichaelCollinsBlackpool Pilot Scheme -Thinking skills exerciseC. Other resources5.7. 1916: cross-curricularpossibilities5.8. Easter 1916: From homerule to independence5.9. 1916 Historical WalkingTour of Dublin5.10. Images of 1916Ireland & the Western FrontPowerPoint5.11. Representing 1916 inIrish art in the 20 th centuryPowerPoint5.12. Paintings of leaders of19165.13. ‘Irish battle of Sommestamp is first to mark Britishmilitary past.’5.14. Seven Days in IrishHistory. The Easter Rising19165.15. Ireland - A 20th centurytimeline (O’Connell Street)article or radio script which can be recorded) emphasising the parts of the storyyou readers would agree with.3. Ireland since the 1916 Risinghttp://hometown.aol.co.uk/KHA200/Easter_Rising_Beyond.pdfHere, the ‘fortune’ line becomes an ‘impact’ line. The issue here is not how eventsimpact on individuals, but how individuals can influence events. The activity becomes atool for framing an argument, as it addresses a range of viewpoints about the overallimpact that Michael Collins had on events in Irish history. It enables pupils tocome to an informed conclusion, which they should be able to justify.1. Using the fortune line on page 3 and the cards on pages 4 and 5,a. put the story of Michael Collins in chronological order.b. identify the high points in his career and justify your opinions.c. identify the low points and justify your opinions.2. How has Michael Collins influenced Irish History?Why do you think his influence grew so quickly?3. ‘Michael Collins put Ireland on the road to independence.’Using all the information in the activity, explain how far you agree or disagreewith this statement?Start this task with a ‘moving debate’.http://iisresource.org/Documents/Fortune_Line_Michael_Collins_02.pdfThe richness and quality of responses to this choices facing Irish people in 1916demonstrate just how much Ireland makes learning not only enjoyable and challengingbut also accessible to all - through classical and popular art - murals, historical novels,poetry, song, contemporary documents, contemporary propaganda, and monuments.http://iisresource.org/1916.aspx‘You can explore the events leading up to 1916, the Insurrection itself and its aftermath,through essays, photographs, sound archive, music and newspapers from the period.’http://www.bbc.co.uk/history/british/easterrising/A good reference work for most aspects of the Rising.http://www.1916rising.comhttp://hometown.aol.co.uk/Iis04/1916_Images.ppthttp://hometown.aol.co.uk/Iis04/1916_In_Irish_Art.pptFor jpg imageshttp://irelandinschools.myphotoalbum.com/slideshow.php?set_albumName=album05The work of the contemporary Irish artist Caoimhghin Ó Croidheáinhttp://caoimhghindublin.tripod.com/ - go to Art Works, then to Other WorksGuardian, 23 June 2006http://hometown.aol.co.uk/Iis04/1916_Somme_Stamp_Republic.pdf‘A week is a long time in politics....a week is also a long time in history. This is anonline, visual account of one week in April 1916 which changed the course of Irishhistory ... as seen from the viewpoint of the rebels who took part, the military andordinary Dubliners caught up in the fighting.’http://www.teachnet.ie/dhorgan/2004/‘Aims to develop pupils’ concept of time and chronology through a structuredexploration of the 20th century in Ireland. Taking as its anchor the changes affectingone Irish street, this project presents a decade by decade pictorial record of Dublin’sO’Connell Street. Scene of a rebellion, the demise of Nelson’s Pillar and its subsequentreplacement by the Spire of Light and major land use and transportation changes, thechanging face of O’Connell Street encapsulates a century of change in Ireland.’http://www.teachnet.ie/dhorganIiS, Irish History for Key Stage 3, 19
Page 4 and 5: Single lesson1.3. Origin of English
Page 6: C. Other resources0.6. Mythical Ire
Page 9 and 10: 2. Ireland & the TudorsA. Single le
Page 11 and 12: 3. Ireland & the Stuarts & Cromwell
Page 13: 3.8. Was the United Kingdommade or
Page 17: 4.25. The Irish potatoFamineAn inte
Page 21 and 22: 6. Ireland under the Union: Constit
Page 23 and 24: 7. Ireland & the Second World War:
Page 26: 8.13. A selection of murals inNorth

New Key Stage 3 History Programme of Study A ... - Ireland in Schools

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