Stage 6 | ModernHistory Program
TOPIC:A3The Changing Nature of Anglo-Irish Relations and Investigating Modern History: The Representation and Commemoration of the Past
/Stage 6
/Year11
/Duration:
/ 8 WeeksDetail:
/ hours/ lessonsContent Focus –
Students investigate the changing nature of Anglo-Irish relations, using a range of sources. Concepts to be utilised in Year 12 units are integrated in order to gain a deeper understanding of nationalism, terrorism, socialism. This unit contains integration of ‘Investigating Modern History- The Representation and Commemoration of the Past’Key Features -
/Historical Concepts and Skills -
Case Study:- Causes and Consequences of the Easter 1916 Rising
- The Rise of Civil Rights in Northern Ireland
- Sectarian Divides and the Cycle of Violence
- The Peace Process in Northern Ireland
- Famine Memorials and Irish Iconography
- Conflict Murals and the Troubles
Explain the meaning and value of sources for an historical inquiry (ACHMH007, ACHMH009)
Analyse sources to identify and account for the different perspectives of individuals and groups in the past (ACHMH010)
Analyse and synthesise evidence from different types of sources to develop reasoned claims (ACHMH008)
Historical interpretation
Analyse the extent and nature of continuity and change over time (ACHMH001)
Identify and analyse the varying causes and effects of events and developments in order to construct historical arguments (ACHMH001
Analyse and evaluate contested interpretations and representations of the past (ACHMH011, ACHMH012)
Explanation and communication
Develop texts, particularly historical accounts and arguments, supported by relevant evidence from sources (ACHMH013)
Framing Questions -
- What is the historical context that forms the basis for the Anglo-Irish relationship?
- What are the themes and approaches to memorialising Irish History and what iconography exists around it?
- How do the forms of Nationalism expressed in Irish history continue to develop, evolve and manifest?
Survey -
This unit focuses on the forces of change and continuity to trace the origins and impacts of the Anglo-Irish relationship and its transformation from a revolution/occupier model to that of a three way conflict redefining the very concept of Anglo identity. Students gain an understanding of the underlying factors that contribute to growing division between the British and Irish, from plantations and famine through to the doomed 1916 Rising and the manner in which its result can be observed in the eventual partition of Ireland. This pre-existing resentment and social division is then examined by students through a study of the conflict from 1968-1998 known as the ‘Troubles’, where sectarian violence and British policies contribute to a cycle of paramilitary retribution, only addressed through a constantly evolving, ever-negotiated peace process that remains fragile today. From its position as Britain’s ‘first colony’ this unit traces the nationalist sentiment spurned on by military oppression, famine and community perspectives to gain a depth of understanding around concepts such as terrorism, nationalism, revolution and sectarianism.Outcomes: Case Study
/Outcomes: Investigating Modern History
A student:›describes the nature of continuity and change in the modern world MH11-1
›proposes ideas about the varying causes and effects of events and developments MH11-2
›analyses the role of historical features, individuals, groups and ideas in shaping the past MH11-3
›analyses and interprets different types of sources for evidence to support an historical account or argument MH11-6
›discusses and evaluates differing interpretations and representations of the past MH11-7
›communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms MH11-9 / A student:
›analyses and interprets different types of sources for evidence to support an historical account or argument MH11-6
›discusses and evaluates differing interpretations and representations of the past MH11-7
Key Historical Terms -
-Nationalism-Terrorism
-Sectarianism
-Socialism
-Iconography and Representation
Resources
/Resources
Books –
Bateson, R: Memorials of the Easter Rising, 2013Brennan-Whitmore, W.J: With the Irish in Frongoch, 1917
Coogan, T: The Famine Plot, 2013
Coogan, T: The IRA, 2002
Coogan, T: H Block, 1996
Coogan, T: On the Blanket, 1980
Coogan, T: 1916, The Mornings After, 2015
Dixon, P. Northern Ireland, the Politics of War and Peace, 2001.
English, R: Irish Freedom, the History of Nationalism in Ireland, 2007
Low, A., Keese, I., Anderson, P., Anderson, R. ‘Change, Challenge and Continuity’, 2001
McGarry, F: The Rising, 2016
Milner, D. ‘Old Skibbereen’: Fenian Anthem or Famine Lament, History Ireland Magazine, Vol. 24
Poole, R. Teaching History: Visible Thinking and the Easter Rising, 2012
Yeats, W. ‘Easter 1916’- Poem
Websites –
- ‘Michael Collins is 30 Seconds from the truth in Irish History’, A. von Tunzelmann, 2010.
- ‘Michael Collins was a Wretched Failure’ K. Myers, The Independent,
- Virtual Tour of the Bogside:
- Religious Distribution in Belfast Map:
- People of Easter 1916, Irish Times
- CAIN Project, Ulster
- Irish Famine Memorials Database
- Google’s Interactive Tour of the Easter Rising
- Interview with Raymond McCartney
- No Going Back, Belfast Telegraph
- The New Yorker: ‘Where the Bodies are Buried’, 2015, P. Keefe
Story of Ireland (BBC)
Easter 1916:
1916: The Freedom Story (Lego version!)
Old Skibbereen
Footage of the Rising Aftermath
‘Has the role of women in 1916 been overplayed?’ Irish Times
Public Awareness Advertisement, Northern Ireland
History of Conflict in Ireland
DVDs –
1916, The Irish Rebellion
Michael Collins (N. Joran, 1997)
In the Name of the Father
Collins Vs. de Valera, Kenneth Griffith
Assessment overview:
Students select at least TWO conflict murals and ONE memorial in order to respond to the following question:“Assess the role of memorials and public history in demonstrating the changing nature of Anglo-Irish relations.” /
Core Study
The Changing Nature of Anglo-Irish Relations
ANDRepresentation and Commemoration of the Past /
Term
Term One, 2018
Assessment for learning-Reflections on sources, readings.
-Clear goals established through the provision of focus questions
-Critical thinking activities, including iconography studies and contrasting opinions. / Assessment as learning
-Student led lessons
-Student research
-Peer feedback and questions in micro-lesson sessions
-Discussion, debate. / Assessment of learning
-Student writing samples
-Student summative assessment
-Construction of timelines and group constructions.
Content
/Teaching and learning strategies
/Resources
Students Investigate:
- Historical Context, including:
-Irish martyrdom and Blood Sacrifice
Students Investigate:
- The 1916 Easter Rising and its consequences, including:
-Public reactions to the Rising
-The rise of Universities of Revolution
-The War of Independence
-The Civil War
Historical Debates to be investigated:
-The significance and validity of the Anglo-Irish Treaty of 1921
-Evaluating the significance of Michael Collins against that of Eamon de Valera. /
- Students collaborate on to create a timeline showing a brief overview of Irish history. Key events are placed on the board to be researched for timeline annotation, so that students might attach appropriate images.
- Map work to familiarise students with the geography of Ireland (key cities, rivers, counties)
- Overview clip: History of Conflicts in Ireland- Youtube
- Students are introduced to key elements of the historical context through teacher exposition and notes. This covers the plantation period and English settlement in Ireland as a colony. Student glossary terms to be added: Plantation, Nationalism, Fenian, Celtic, Ulster.
- Students read extracts from T. Keneally’s ‘The Great Shame’ on the Irish Famine, immigration and transportation. Collaborative mindmap is made of impacts of the famine, divided into ‘at home’ and ‘away’
- Teacher exposition and class discussion on Irish iconography. Students research and collaborate on key figures in Irish mythology, including Kathleen Ni Houlihan, the red hand of Ulster, the phoenix, the Somme poppy, Celtic cross, St Patrick, the harp, tri-colour, Union Jack and Celtic knots.
Students connect the icons to the British or Irish communities and select one image or myth in order to examine why the item has been appropriated as a community icon.
- Examination of famine memorials in Ireland- TEEL: ‘Explain the impact of the famine on Irish History’
- Students select two famine memorials using the online database and complete the following details through research, to be inserted into a template: Details of each memorial, visible iconography, messages within the artistry of the memorial, location and significance of location, connection of location to Ireland, materials, meaning. Students then discuss as a class and note common themes and ideas and discuss why they might have been used, and what communities connect to the imagery. (Representation and Commemoration of the Past: How history is represented through memorials, the varying ways the past is commemorated)
- Students compare the cartoons on famine relief from Punch (October 1846) and La Charivari (January 1882), constructing a discussion about the varying perspectives and imagry.
- Students watch ‘The Story of Ireland Part Four: Act of Union’ and complete the worksheet questions provided by teacher.
- Study of ‘Skibbereen’ lyrics. Students listen to song, annotate lyrics, discuss.
- Reading: ‘Old Skibbereen: Fenian anthem or Famine Lament?’ and discussion- ‘How did the Famine Impact Anglo-Irish relations?’ –Can be extended through a written exercise or debate.
- Research Task: In groups, students research and teach a five-minute lesson on one of the following: Wolfe Tone Rebellion, Young Irelanders, The Penal Laws, Daniel O’Connell, the Land League. Each topic MUST focus on the question “How did ______contribute to the rise of Irish Nationalism and what was the impact on Anglo-Irish Relations?’
- Teacher exposition: Home Rule and the three Home Rule Proposals.
- Students examine Source 7.2 on page 92 of Change, Challenge and Continuity and discuss possible divisions and loyalties within Irish Society at the outbreak of WW1.
- Students work in pairs to conduct research and create a ‘wall museum’ based on the following timeline and personality listings: Countess Markievicz, Patrick Pearse, Eamon de Valera, James Connolly, Tom Clarke, Sean MacDermott, Joseph Plunkett, Thomas MacDonagh, Roger Casement, The Irish Volunteers, The Irish Citizen Army, Cumann na mBan, The Proclamation, Locations of the Rising, 24-25th of April, 26-27th of April, 28-29th of April. Students then invite a second class or teacher to observe as the explain the display, with a focus on connectivity and nationalism.
- Students undertake a virtual tour of sites relevant to the Easter Rising, making notes on each of the 16 locations under the headings ‘Key Sites, Damage, and Activity’
- Students undertake a Circle of Viewpoints debate (Teaching History Journal, R. Poole, 2012. Class completes a reflection based upon the question ‘Why were reactions to the Easter Rising so varied?’
- Reading: Extracts from ‘With the Irish in Frongoch’- Discussion: What alternatives did the British have to deal with the Rising participants?
- Source analysis task: Students read the poem ‘Easter 1916’ by W.B. Yeats and research four examples of memorials from Bateson’s ‘Memorials of the Easter Rising’, discuss:
b)The perspective of the poet against two memorials
c)How the events and personalities are portrayed within the poem as opposed to two memorials
d)What ‘Terrible Beauty’ might refer to.
e)Why public opinion may have turned from vilifying to memorializing the participants. (Supplemented with extracts from ‘1916: The Mornings After’, Coogan.
- Students research the War of Independence and Civil War as consequences of Easter 1916 Rising.
- Film Study: Michael Collins- Documentary Supplement ‘Collins Vs. de Valera’
- Discussion points:
- How do the two sources depict the signing and debate over the 1921 Treaty?
- Which, with additional research, provides the most accurate depiction of events?
- Reading: ‘Michael Collins was a Wretched Failure’, Myers.- Discussion.
‘In the fullness of time history will record the greatness of Michael Collins and it will be at my expense’ – Eamon de Valera.
To what extent is this statement an accurate portrayal of the relationship between Collins and de Valera?
- Students work with the teacher to examine the consequences of the Easter Rising, including the War of Independence, the Anglo-Irish Treaty, Partition and the Civil War.
‘The Great Shame’, T. Keneally (1999)
Irish Famine Memorials Database
Story of Ireland (BBC)
Old Skibbereen
‘Old Skibbereen, Fenian Anthem or Famine Lament’, History Ireland Magazine, Vol. 24
Low, A., Keese, I., Anderson, P., Anderson, R. ‘Change, Challenge and Continuity’, 2001
People of Easter 1916, Irish Times
Google’s Interactive Tour of the Easter Rising
R. Poole, Teaching History: Visible Thinking and the Easter Rising, 2012
Brennan-Whitmore, W.J: With the Irish in Frongoch, 1917
Coogan, T: 1916, The Mornings After, 2015
Yeats, W. ‘Easter 1916’
Collins Vs. de Valera, Kenneth Griffith
Movie: Michael Collins, 1997
Michael Collins was a Wretched Failure’ K. Myers, The Independent,
Students Investigate:
- The nature of Anglo-Irish relations, including:
-Reasons, causes and manifestations of sectarian division and violence
-British policies in Northern Ireland
-The Maze prison and popular protest
-Political representation and solution
-Peace movements
-The Good Friday Agreement /
- Students read through information on the outbreak of the Troubles in 1968, utilising the CAIN website. Students complete the following table as they research:
- Teacher exposition on Battle of the Bogside and Bloody Sunday, utilising murals from Derry. Students discuss the common images in the murals and what they believe to be the validity of the portrayals. Murals depicted in the Bogside murals section of CAIN.
- Discussion: Why are the murals located where they are? What purpose does this style of public history serve? Can they be considered ‘true’ depictions of the conflict and events? (Representation and Commemoration of the Past: How history is represented through memorials, the varying ways the past is commemorated)
- Students research Falls Road Curfew, Direct Rule, Internment and Operation Demetrius then read the 2015 interview with Raymond McCartney, responding to the following questions:
- How might each event impact the relationship between police and the local Catholic community?
- What do you predict was the outcome of each incident for the IRA and why?
- What reason does Raymond give for this outcome?
- Discussion: How has the definition of ‘Anglo’ altered in the Irish narrative? Can it be defined in more than one manner?
- Students undertake Google Maps tours of the following areas and discuss how communities represent themselves and their narrative in terms of the sectarian divide in addition to how they view themselves.
- The class researches and students teach mini-lessons on incidents of paramilitary violence including the Guildford Pub Bombings, Hyde Park Bombings, McGurk’s Bar, Miami Showband Massacre, Canary Warf Attack, Omagh Bombing, Coalisland Attack, Brighton Hotel Bombing, Shankill Butchers- Questions for focus:
-What was the public reaction?
-What was the political reaction?
Extension: Students create a visual representation connecting concepts and events along one of two themes: ‘Causes of Nationalism ijn Ireland’ OR ‘The Cycle of Violence in Northern Ireland’
- Students read extracts from T. Coogan’s ‘H Block’ and ‘On the Blanket’ and discuss the concept of ‘A gun in one hand and a ballot box in the other’
- Discussion: Paramilitary Awareness Ad, Northern Ireland- ‘What does this ad suggest about public concerns regarding the Troubles?’
- POTENTIAL FILM STUDY: Students watch scenes from ‘In the Name of the Father’ and focus on the following questions:
- What does Gerry’s arrest suggest about British attitudes towards the IRA bombing campaigns?
- Why were the Guildford group not released when it others confessed?
- What does the film suggest about the relationship between the British government and the IRA, and the British and the Irish publics?
- Students read and make notes on ‘Explaining the Anglo-Irish Agreement’, by Dixon, pages 184-195 and create a tug of war graphic based on the challenges of power sharing, Sinn Fein, community concerns, security policy, role of the Republic and role of the British.
- Students create a visual mindmap of events and contributors to the Peace Process, including- Bill Clinton, Bertie Ahern, Peace People, the Peace Train, Betty Williams, Witness for Peace, NI Peace Forum, Glencree Centre for Reconciliation, Gordon Wilson, the 1994 ceasefires, the Mitchell Report and the Good Friday Agreement
- Students read the Belfast Telegraph article on the Good Friday Agreement and research the following:
-Belfast Town Hall Debate
-July 12th Bonfires
-EXTENSION ONLY: The Disappeared and the Boston College Project (New Yorker Article)
Discussion: Has the Good Friday Agreement narrowed the Sectarian Divide? Has the Good Friday Agreement altered the manner in which the Anglo and Irish communities perceive one another?
Written Task:
“Sectarian division in the Anglo-Irish communities in Northern Ireland was the key cause of violence breaking out in 1968” – Evaluate the accuracy of this statement. / CAIN Project, Ulster
Interview with R. McCartney, 2015
Coogan, T: H Block, 1996
Coogan, T: On the Blanket, 1980
Public Awareness Advertisement, Northern Ireland
‘Northern Ireland, the Politics of War and Peace’, Dixon, pp.184-195
No Going Back: The Good Friday Agreement’, Belfast Telegraph
P. Keefe ‘ Where the Bodies are Buried’, New Yorker, 2015
Copyright is owned by AISNSW.