2. Understanding Themes - Definitions Match the definitions to the key themes of this topic. Extension: Can you define the words change, continuity and turning point?

3. Introduction Vocabulary Pyramid Varieties of Unionism Orangism Varieties of Nationalism Constitutional Nationalist Home Rule Revolutionary Violence Republicanism Key concepts Catholic Emancipation Nationalist Unionist Catholic Protestant Act of Union

4. Subject Objective(s) To understand the key themes that overarch the whole course. To understand how to assess what changes and stays the same in these themes over time. Subject Objective(s) To understand the key themes that overarch the whole course. To understand how to assess what changes and stays the same in these themes over time. How do you measure change and continuity over time? Learning Outcomes: D grade – will be able to describe the position of the key movements by 1823. C grade – will be able to analyse the extent success of key movements in the period immediately after the signing of the Act of Union. B grade – will be able to evaluate the extent of the support for the Act of Union. A grade – will be able to reach a substantiated conclusion about the extent of divisions in Ireland before 1826. Learning Outcomes: D grade – will be able to describe the position of the key movements by 1823. C grade – will be able to analyse the extent success of key movements in the period immediately after the signing of the Act of Union. B grade – will be able to evaluate the extent of the support for the Act of Union. A grade – will be able to reach a substantiated conclusion about the extent of divisions in Ireland before 1826.

5. Analysing change and continuity in of themes.

6. You are going to focus on this section. For the three main themes – republicanism, constitutional nationalism and unionism. Summarise the position of Ireland between 1790 and 1826. You are going to focus on this section. For the three main themes – republicanism, constitutional nationalism and unionism. Summarise the position of Ireland between 1790 and 1826.

7. SourceProvenance In what ways does it agree with the interpretation of the film>? In what ways does the interpretation of this source differ? Why does it have the slant that it does? Influence and Activity 18001810182018301840185018601870188018901900191019201930 Plotting developments in our themes. For each theme, plot the starting point. Focus on: methods; aims; whether those involved were Catholic or Protestant.

8. Plenary Questions C – Which movement was the strongest in 1800? What evidence would you choose to support this view? B – How much support did the Act of Union have? What evidence would you choose to support this view? A – How far had Irish nationalism already become associated with Catholicism by 1826? C – Which movement was the strongest in 1800? What evidence would you choose to support this view? B – How much support did the Act of Union have? What evidence would you choose to support this view? A – How far had Irish nationalism already become associated with Catholicism by 1826?

9. Period 6 work Read through the background knowledge and make notes on: 1.What was the Catholic Emancipation crisis? (50 words) 2.How successful were campaigners for Catholic Emancipation between 1800 and 1823? (150 words) 3.How supportive was the British political system towards Catholic Emancipation? (150 words) 4.How important was the Catholic Association in mobilising attitudes towards Catholic Emancipation? Read through the background knowledge and make notes on: 1.What was the Catholic Emancipation crisis? (50 words) 2.How successful were campaigners for Catholic Emancipation between 1800 and 1823? (150 words) 3.How supportive was the British political system towards Catholic Emancipation? (150 words) 4.How important was the Catholic Association in mobilising attitudes towards Catholic Emancipation?

10. Homework 1.Read through the source sheet on the website. Use it to complete the concept map of the causes of the famine. In the boxes log key facts which suggest it alone was a cause. Draw links between these factors to show how they worked together to cause the famine. 2.Read pages 57-63 and make notes on what the British did to resolve the issues. Extension: based on the facts, how far were the British responsible for the outcomes of the famine? 1.Read through the source sheet on the website. Use it to complete the concept map of the causes of the famine. In the boxes log key facts which suggest it alone was a cause. Draw links between these factors to show how they worked together to cause the famine. 2.Read pages 57-63 and make notes on what the British did to resolve the issues. Extension: based on the facts, how far were the British responsible for the outcomes of the famine?