1. Ireland Lessons The Easter Rising/Rise of Sinn Fein Partition/Michael Collins/Conclusion PowerPoint presentations OHTs Other visual sources used in various lessons
Gary Hillyard, Ashfield School
‘Ireland in Schools’ NPS School of Education, U. Nottingham

2. Menu Lesson 27 Why did the Easter Rising take place? Overview
OHT: Reveal
Lesson 28 What happened during the Easter Rising?
OHT: Map of Dublin during the Rising Photographs: Personalities & scenes
Lesson 29 What was the impact of the Easter Rising?
Silent sentences
OHT: Evaluation of sources
Lesson 30 How did Sinn Fein develop into the major Irish Republican group
after the Easter Rising?
OHT: General election results in Ireland, 1918
Lesson 31 Was the Government of Ireland Act a real achievement for the Irish?
OHT: De Valera - some questions
Lesson 32 What were the results of the Anglo-Irish war?
OHT 1: Answers without questions
OHT 2: Anglo-Irish Treaty, 1921
OHT 3: Arguments for & against the Treaty
Lesson 33 How has History treated Michael Collins since 1922?
Michael Collins: Photograph, 1921; Poster for film
Lesson 34 Why was Ireland partitioned in ?
OHT: Map – Ireland partitioned

3. Why did the Easter Rising take place?
Aims
To look at the causes and early planning of the Easter Rising.
Lesson 27

4. What are these two men doing? Why are they here?
Does this change your impression of what they are doing?
Why are they here?
Lesson 27

5. So what has actually happened?
Lesson 27

6. What happened during the Easter Rising?
Aims
To learn about the key events of the Easter Rising.
Lesson 28

7. How as Yeats used emotion to put his point across?
Aims
To learn about the key events of the Easter Rising.
How as Yeats used emotion to put his point across?
Why does he suggest the event took place and what was its impact?
Lesson 28

8. Lesson 28

14. What was the impact of the Easter Rising?
Aims
To examine sources as pieces of evidence.
To assess the impact of the Easter Rising.
Lesson 29

15. Aims
To examine sources as pieces of evidence.
To assess the impact of the Easter Rising.
Silent Sentences
The rebellion was condemned by the Catholic Church and the IPP.
15 of those involved were executed and became known as the ‘Easter Martyrs’.
De Valera was imprisoned because he was an American citizen.
Around 450 rebels and civilians were killed during the rebellion as were 116 British soldiers and policemen.
Lesson 29

16. To examine sources as pieces of evidence.
Provenance
How far does it support the statement?
How reliable is the source? 1
Aims
To examine sources as pieces of evidence.
To assess the impact of the Easter Rising.
Source
Provenance
How far does it support the statement?
How reliable is the source?
Lesson 28

17. Opinion Continuum Aims To examine sources as pieces of evidence.
Provenance
How far does it support the statement?
How reliable is the source? 1
Aims
To examine sources as pieces of evidence.
To assess the impact of the Easter Rising.
Opinion Continuum
Lesson 29

18. Last two pages of the workbook – read through and complete.
Source
Provenance
How far does it support the statement?
How reliable is the source? 1
Aims
To examine sources as pieces of evidence.
To assess the impact of the Easter Rising.
Homework:
Last two pages of the workbook – read through and complete.
Lesson 29

19. How did Sinn Fein develop into the major Irish Republican group after the Easter Rising?
Aims
To examine the key developments in Sinn Fein after 1916.
Lesson 30

20. General election results in Ireland, 1918
Lesson 30

21. Work your way through the four tasks on the workbook.
Aims
To examine the key developments in Sinn Fein after 1916.
Task:
Work your way through the four tasks on the workbook.
Lesson 30

22. Order of Importance Aims
To examine the key developments in Sinn Fein after 1916.
Order of Importance
Lesson 30

23. Was the Government of Ireland Act a real achievement for the Irish?
Aims
To examine the reasons behind the Government of Ireland Act.
To assess its impact.
Lesson 31

24. Eamon de Valera Where and when was de Valera born?
Aims
To examine the reasons behind the Government of Ireland Act.
To assess its impact.
Eamon de Valera
Where and when was de Valera born?
What did he do in 1908?
Which area did he command during the 1916 Easter Rising?
Where was de Valera when he was elected for East Clare?
What position did he hold when he returned to Ireland in 1920?
Lesson 31

25. Aims
To examine the reasons behind the Government of Ireland Act.
To assess its impact.
Task:
Using the textbook, pages, complete the worksheet on the Government of Ireland Act.
Lesson 31

26. Eamon de Valera Where and when was de Valera born?
What did he do in 1908?
Which area did he command during the 1916 Easter Rising?
Where was de Valera when he was elected for East Clare?
What position did he hold when he returned to Ireland in 1920?
Lesson 31 - OHT

27. What were the results of the Anglo-Irish War?
Aims
To examine the events of the Anglo-Irish War.
To assess the impact of the Anglo-Irish War and the resulting treaty.
Lesson 32

28. If these are the answers, what are the questions?
Michael Collins
11 English civilians/British Intelligence Officers
IRA
Lesson 32 – OHT 1

29. Aims
To examine the events of the Anglo-Irish War.
To assess the impact of the Anglo-Irish War and the resulting treaty.
Using the information in the workbooks, decide in your group what you think the Anglo-Irish Treaty should look like.
Lesson 32

30. Anglo-Irish Treaty 1921 Security and Defence Ulster
Britain was to have 3 naval bases in Ireland.
Ulster
Would be able to opt out of the Treaty – so could end up being partitioned permanently.
A Boundary Commission would be set up to examine the boundaries of Ulster and make recommendations.
The powers of the new Irish state
Southern Ireland would have dominion status – granted Ireland the same powers as Canada and other Dominions within the Empire. This was not independence. This meant full control of domestic affairs, membership of the Empire and the Irish would have to swear allegiance to the Crown.
Oath of allegiance was watered down.
Lesson 32 – OHT 2

31. Aims
To examine the events of the Anglo-Irish War.
To assess the impact of the Anglo-Irish War and the resulting treaty.
Now decide, based on the information provided, how you think Collins and De Valera would have reacted to the Treaty.
Lesson 32

32. Arguments for & against the Treaty
Northern Ireland and Its Neighbours
since by S. Gillespie & G. Jones,
Hodder & Stoughton,, X, p. 23
We have got peace which is what the people
want.
We are able to set up our own government
and rule ourselves.
An oath of loyalty to the King has
no meaning.
This is a step towards independence. We will
take other steps and become fully independent.
We are not in a position to start another war
with Britain.
You may have peace but where is the
Republic we have fought for from 1916?
Your powers are limited while you stay
in the Empire and have the King as head of state.
We swore an oath of loyalty to the Republic
and we will not swear an oath to the King.
Britain will continue to interfere in Ireland's
affairs unless you remove her power completely.
We will still have British troops
In our country.
Lesson 32 – OHT 3

33. Aims
To examine the events of the Anglo-Irish War.
To assess the impact of the Anglo-Irish War and the resulting treaty.
Homework:
Read pages of the textbook and use them to help you fill out the table about the success of the Treaty.
Lesson 32

34. How has History treated Michael Collins since 1922?
Aims
To how film can be used as evidence.
To assess how Collins has been treated by Historians since 1922.
Lesson 33

35. to describe how Collins is
Aims
To how film can be used as evidence.
To assess how Collins has been treated by Historians since 1922.
What words can be used
to describe how Collins is
portrayed in the film?

36. In what ways does it agree with the interpretation of the film>?
Source
Provenance
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?
Source
Provenance
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?

37. in studying the character
Aims
To how film can be used as evidence.
To assess how Collins has been treated by Historians since 1922.
How useful is the film
in studying the character
of Michael Collins?

38. Poster for film Michael Collins,
Menu
Lesson 33

39. Why was Ireland partitioned in 1922?
Aims
To plan an essay.
To use keywords relating to causation.
Lesson 34

40. ULSTER IRISH FREE STATE
(Six counties - Northern Ireland)
Stayed part of UK
66% Protestant
33% Catholic
The Catholics felt cheated by the treaty. They wanted to be a part of a united Ireland. They felt abandoned in the new Ulster dominated by Protestants. From the start they felt no loyalty to the ‘Orange State’.
66% Protestant
33% Catholic
IRISH FREE STATE
(becoming the Republic of Ireland in 1949)
Given Home Rule, the right to have its own government and make its own decisions.
BUT….
The Free State stayed in the British Empire.
Irish politicians had to swear an oath of loyalty to the King of Britain.
Ireland had to accept the loss of Ulster.
10% Protestant
90% Catholic
Lesson 35

41. Why was Ireland partitioned in 1922?
Aims
To plan an essay.
To use keywords relating to causation.
Individually, you are going to plan an answer to the following question:
Why was Ireland partitioned in 1922?