|A. Single lessons|
5.1. Why was World War I unlike previous wars? Ireland & World War I - opposing views
Trafford Pilot Scheme
1. 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 and James Connolly.
a. What words or phrases are used to gain support for the war? Explain their importance.
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 the different 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 inside the GPO in Dublin. In what ways are they similar and different?
5. Compare the anti-conscription posters with the recruitment posters. Explain how and why they are so different.
|B. Study units|
|5.2. Fighting for whom? 1916 in Ireland & on the Western Front|
Birmingham Pilot Scheme
1. 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 & experiences
9. Why did people join up?
10. Linking history and fiction
12. Remembering 1916
* The Guns of Easter by Gerard Whelan, O’Brien Press, 0-86278-449-2
No Peace for Amelia by Siobhán Parkinson, O’Brien Press, 0-86278-378-X
Notes for teachers
|5.3. Fighting for whom - 1916? |
The Easter Rising & the Battle of the Somme
Blackpool Pilot Scheme
1. What were the origins of the Easter Rising?
2. For whom should I fight? An Irishman’s dilemma in 1916
3. Who was a friend & who was a foe in Ireland in 1916?
4. Michael Collins - hero or villain?
|5.4. Fighting for whom - 1916?|
The Easter Rising & the Battle of the Somme. A Relational diagram
Blackpool Pilot Scheme - Thinking skills exercise
1. PowerPoint presentation handout
Using a relational diagram
2. Venn diagram 1.
Pupil task sheet: Extended writing
3. Venn diagram 2
4. What and how have we learned?
5.5. How did the situation in
Ireland change in the twentieth century?
Nottingham Pilot Scheme
1. 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?
|5.6. The Easter Rising & beyond. Ireland in the early twentieth century|
Northampton Pilot Scheme
1. Different views on Ireland
2. Reporting the Easter Rising. Work in pairs for the following activities
a. 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 for the Irish. Each of you is to do one article by yourself. Decide which each of you is going to do.
f. Choose the pictures which would support your side and either write a newspaper article or radio script which can be recorded) emphasising the parts of the story you readers would agree with.
3. Ireland since the 1916 Rising
|5.6b. Fortune line: Michael Collins|
Blackpool Pilot Scheme - Thinking skills exercise
Here, the ‘fortune’ line becomes an ‘impact’ line. The issue here is not how events impact on individuals, but how individuals can influence events. The activity becomes a tool for framing an argument, as it addresses a range of viewpoints about the overall impact that Michael Collins had on events in Irish history. It enables pupils to come 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 disagree with this statement?
Start this task with a ‘moving debate’.
|C. Other resources|
|5.7. 1916: cross-curricular possibilities|
The richness and quality of responses to this choices facing Irish people in 1916 demonstrate just how much Ireland makes learning not only enjoyable and challenging but also accessible to all - through classical and popular art - murals, historical novels, poetry, song, contemporary documents, contemporary propaganda, and monuments.
|5.8. Easter 1916: From home rule to independence||‘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.’|
|5.9. 1916 Historical Walking Tour of Dublin|
A good reference work for most aspects of the Rising.
|5.10. Images of 1916: Ireland & the Western Front PowerPoint|
|5.11. Representing 1916 in Irish Art in the 20th century PowerPoint |
|5.12. Paintings of leaders of 1916|
The work of the contemporary Irish artist Caoimhghin Ó Croidheáin
http://caoimhghindublin.tripod.com/ - go to Art Works, then to Other Works
|5.13. ‘Irish battle of Somme stamp is first to mark British military past.’|
Guardian, 23 June 2006
5.14. Seven Days in Irish History. The Easter Rising 1916
‘A week is a long time in politics....a week is also a long time in history. This is an online, visual account of one week in April 1916 which changed the course of Irish history ... as seen from the viewpoint of the rebels who took part, the military and ordinary Dubliners caught up in the fighting.’
|5.15. Ireland - A 20th century timeline (O’Connell Street) |
‘Aims to develop pupils’ concept of time and chronology through a structured exploration of the 20th century in Ireland. Taking as its anchor the changes affecting one Irish street, this project presents a decade by decade pictorial record of Dublin’s O’Connell Street. Scene of a rebellion, the demise of Nelson’s Pillar and its subsequent replacement by the Spire of Light and major land use and transportation changes, the changing face of O’Connell Street encapsulates a century of change in Ireland.’
|5.16. Postage stamps commemorating the struggle for Irish independence, 1916-23|
The stamps relate mainly to 1916.
http://web.umr.edu/~greggjay/irstamp.html - no longer available, but
click here for a selection by IiS
|5.17. Postcards: Easter 1916 |
The images on this site are all from old unretouched postcards of the 1916 era. Click on any individual set to read commentary and see larger versions of the images.
|5.18. Easter Rising & Civil War|
A video by Free Derry Media, which draws upon historic clips from documentaries to present a republican view.
Looking for a new link
|5.19. Marches & murals. Linking 1916 & the present|
Shows how the events of 1916 inform attitudes and events in Northern Ireland today.
|5.21. Patrick Pearse: saint or sinner?|
Historians' different interpretations of the life and significance of Patrick Pearse.
|5.22. The film Michael Collins|
Lance Pettitt shows how the film interprets the Anglo-Irish war.
|5.23. Framing history. Neil Jordan’s ‘Michael Collins’|
This article by Luke Gibbons concludes:
By reworking the image of the gangster in the light of both recent developments in the genre, and the aura surrounding Collins, Jordan’s film has, in effect, lifted the crude, sinister associations off the stereotype of the ‘Godfather’, thereby depriving revisionist demonology of one of its favourite tropes. It is this, perhaps, more than any other factor, which accounts for the extraordinary animus directed against the film in the British press, and by revisionist critics and historians in Ireland. Like the best historical films, it forces us to reconsider not only the past, but also many of the platitudes which pass for political analysis in the present.’