The Easter Rising 1916Year 10 History. Controlled Assessment Task.

School:Name:

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What is a Controlled Assessment Task?

A Controlled Assessment Task or CAT is one where you answer two questions under examination or controlled conditions. In order to prepare you for this you will be given some preliminary activities for each of the two questions you are expected to answer and your teacher will guide and support you. There is NO teacher support during the writing up of the C.A.T.

This C.A.T will help to prepare you for the demands of History GCSE examination questions by helping you to

Develop your own explanations using sources and your own knowledge.

Use sources about the Rising to reach your own conclusions based on evidence.

How you will carry out the Controlled Assessment Task.

Activities 1 -10 will help you to gather facts and information about the Rising and understand why it is important today. These activities are not performed under controlled test conditions and your teacher will provide help and support to guide you through .They are designed to prepare you to write your answers to Questions 1 and 2 under test conditions as in the GCSE History examination. Question 1 and Question 2 are your two Controlled Assessment Tasks and will be done under test conditions as in the GCSE History examination. Your answers will be marked by your teacher. The marks for each question will be shown in brackets.

Questions Checklist

Activities 1- 10

CONTROLLED ASSESSMENT TASKS Question 1: Explain how the Easter Rising has been remembered . ( 10 marks) Question 2: The Easter Rising 1916 was a failed rebellion. How far do the sources agree with this viewpoint? (20 marks)

Activities 1-10

Answer all questions

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Activity 1

Launch: Look at the extract from the DVD Michael Collins showing the events of the Rising. With a partner discuss what you have seen in the video /what the people are doing /and what buildings can you see? Share this information with another pair and now write down how the video makes you feel about the events shown. Suggest ways on which the creator of the video has done this. Write your answers in the box below

Activity

Use the blank KWL grid and still working in your pairs fill in the first two columns only.Write down words or phrases in Column 1 you are familiar with about the Easter Rising and any questions which you now have after watching the video in Column 2.Share your information with the class and compare answers. Discuss with your teacher one or two questions to from column two to research for your homework.Question 1KWL Chart Complete the first two columns.

Topic: The Easter Rising 1916

What I Know What I Want to Know What I Learned

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Activity 2

In this activity you will work pairs to find out about the main events in Dublin during the Easter Rising in 1916 which will help you complete the third column of the KWL chart in Activity 1.

Launch

Read the Key Personalities and Main events chart below and discuss with your partner what each of the events is telling you about the Rising and who were the key people involved.

1.Monday 24th April 1916

Patrick Peace appeared in the GPO and called for an Irish Republic. He struck up a Proclamation of a Republic outside the GPO. In Dublin, several important buildings were taken over by the rebels.

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2.Tuesday 25th April 1916

British troops fired on the rebels.

3.Wednesday 26th April 1916

Many buildings in O’Connell Street were destroyed by British guns mounted on top of Trinity College and from a gunboat on the River Liffey, the river which runs through Dublin. of the River Liffey

T4.hursday 27th April 1916

British troops advanced on the GPO

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5.Friday 28th

April 1916Sir John Maxwell arrived from England. The GPO caught fire and Patrick Pearce ordered the Volunteers in the GPO to leave Sir John Maxwell

6.Saturday 29th April 1916

Pearce ordered a surrendered to the British and the rebels were arrested

7.Sunday 30th April 1916

Most people in Dublin were angry with the rebels and blamed them for the terrible damage to the city.

8.3rd- 12th May 1916

The anger of the Dublin people (toward the rebels) changed to support for the rebels when the British decided to severely punish all those who had been involved in the Easter Rising. 15 executions took place by firing squad including the

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seven leaders.3,430 men and 79 women were arrested.The British sent 1,841 of these people to England without trial.Many were not involved in the rising.Sinn Fein win four by-elections in Ireland and demanding full independence for Ireland refuse to take his seat in Parliament. This was called Abstention and was very popular with Irish voters

“ The bottom line of De Valera’s policy was that he asked the voters in Clare to vote for a man who had fought for Ireland’s Independence and who if not elected would not take up a seat in the British Parliament. On poling day 11th July 1017.. he won the seat by a majority of more than two to one, 5010 votes to 2,035”From De Valera-Long Fellow,Long Shadow by Tim Pat Coogan 19193

9.March 1918

The Germans began a huge assault on the Western Front and the British government considered introducing Conscription.This was opposed by many groups in Ireland but Sinn Fein were seen as responsible for stopping its introduction

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into Ireland and gained great support.

10.November 1918

World War 1 ends and soldiers return to Ireland.

11.December 1918

Sinn Fein win the General election with 73 seats to Home Rule Party‘s 6 seats. This was because of the British action after the rising and that they wrongly blamed Sinn Fein for the Rising.

12.Beginning 1919

Sinn Fein representatives attend the Paris Peace Conference to put forward Ireland’s support for independence. They were ignored.

13.1919 Sinn Fein MPs who refused to take up their seats in Westminster formed their own Parliament in Dublin called the Dail Eireann

Dail Eireann

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14.January 1919 – July 1921

The Irish Republican Army – IRA under Michael Collins began a war of Independence against British Home Rule In Ireland until a truce in 1921

Michael Collins15.1921 Ireland was

divided – Partition by the Government of Ireland Act

Partition

Activity 2The Five W's ChartFill in each row of the chart with details that answer the questions using the information you got from The Key Events and Individuals Chart above. Who was involved in the Rising?

What happened in Dublin during the Rising?

Why did it happen?

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When did it happen?

Where did it happen?

.

At the end of this activity share what you have learned with the other groups in the class. You may now fill in the third column of the KWL chart in Question 1.Debrief

What three things have you learned about the Easter Rising? Which two events stand out for you the most?Write down one question you still have about the Raster Rising.Use the bingo sheet below to mark out words which your teacher will call out. (The first person to get five words in a line may receive a prize!)

Bingo Sheet on Easter Rising for Question 2

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“BloodSacrifice”

GeneralMaxwell

PatrickPearce

Easter British England’s Difficulty

MacNeill GPO Poet MilitantNationalists

Citizen Army

WB Yeats

Dublin Independence

JamesConnolly

Executions

Roger Casement

IRB World War 1

Proclamation of Independence

Teacher 1916

Sinn Fein Unionists Flag Flag “England’s Opportunity”

Activity 3

This question is about the reasons why the Easter Rising is an important event in Irish History. Launch

With a partner read each of the eight statements below and rank them in order of importance in the box on the next page using the number of each statement in the box provided and then compare your answer with another pair of pupils.

1. Fear that Conscription would be introduced into Ireland

2 Stand up for the rights of workers

3.The promise of Home Rule had not been achieved

4.To drive the British out of Ireland

5.Support was available from the Germans who were happy to help distract the British from their efforts in World War 1

6.Home Rule would never give Ireland enough power over their own affairs

7.Ireland would never be free from British Rule without a violent

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struggle

8. “Blood Sacrifice”“Keeping faith with the past and handing a tradition to the future”

Now chose the three most important statements from the list above and write them in order of importance in the Priority Pyramid chart below. Write the most important statement at the top of the chart and the least important at the bottom and explain your choices. Were there any of the three events which you found hard to place? Explain your reasons.

My Priority Pyramid

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Activities 4-6 will help prepare you to write your answer to the Question 1.

Activity 4

This question is about commemoration what it means and how people both past and present commemorate past events.

Launch

You will work in a group of four or five pupils and use a large sheet of paper to record your ideas.

Use the images or pictures below showing different forms of celebrations to discuss the type of things that are being remembered or celebrated in the images? (For example, special events / anniversaries / famous people/celebrations.) Make a list as a group on your large sheet of paper

Each group is then asked to focus on just one of the images and to discuss the way in which each of the events or celebrations are being remembered (For example, through medals / stamps / monuments / statues).

Each group shares its ideas with other groups in the class.

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Images of Commemoration

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Activities

Write examples of other forms of memorials in your own locality or special occasions in your own lives in the grid below.

Name of memorial Type of memorial e.g.(war monument /wall plaque /statue?)

What is the memorial remembering? ( For example war/conflict etc.)

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Compare your findings with other groups and look for similarities and differences.

Debrief

Read the list of statements about national commemorations and then on your own rank them in order of importance by giving each one a number. How did your rankings compare with others in the class?

A national commemoration is usually one which

Can take place a long time after an event could be celebrated by everyone in the country is organised and funded by the government of a country. Involves a large public ceremony with members of the

government attending.

Rank your statements

1.

2.

3.

4.

5.

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Now write your own definition of Commemoration in the box below using all the information you have learned in this lesson.

Activity 5

The cards A – H below show how the Easter Rising has been commemorated over time.

Launch

With a partner read the cards and then write the letter of each card which shows that the commemoration of the Easter Rising

Was celebrated in Dublin only and not in Northern Ireland Was paid for by the Irish government in the south. Was a public celebration with everybody taking part. Was not celebrated in Northern Ireland .

E 1966The fiftieth anniversary of the Easter Rising in Northern Ireland was not an official state sponsored event.Only Nationalists took part in the commemoration.

A 1916The Taoiseach opened a new commemorative exhibition on the Easter Rising in the National Museum of Ireland.

B 1923A committee was formed in Dublin to commemorate those who had died in the Easter Rising and also World War 1 paid for by public money

C 1936Eamon De Valera the Taoiseach had a Roll of Honor drawn up showing a list of 1916 garrisons and this was signed by survivors of the Rising.

D 1941

This was the twenty fifth anniversary of the Easter Rising and was celebrated in Dublin only with an exhibition in the National Museum of Ireland and the issuing of medals for both the Easter Rising and World War 1

H 2006The ninetieth anniversary of the Easter Rising in 2006 was different to previous ones in that it was the first commemoration of the Easter Rising for more than three decades.

F 1971Up until 1971 there were annual commemorations of the Easter Rising but then they stopped during the Troubles in Northern Ireland.

G 1991This was the 75th anniversary of the Rising and was a very low key commemoration in Dublin and not in Northern Ireland.

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Activities on Explaining the 1916 Rising

Read each of the explanations about the Easter Rising below and then using a set of markers put a red dot at those explanations which are tell you to understand what happened during the Rising: put blue dots at the statements which tell you new historical words and terms about the Rising: a green dot beside those statements which tell you different opinions about the Rising

It helps to explain why the 1916 Rising is remembered today.

It shows us how important getting independence for Ireland was to some Republicans.

The execution of the rebels explains how public opinion of an event can change within a short time.

It helps us to understand the effect that propaganda such as leaflets, poems, films, speeches and art has on peoples attitudes.

It helps us to understand the background to the Rising ,the key people involved and their motives for going ahead with the Rising.

It helps us to understand words and terms such as legacy, propaganda, national, blood sacrifice, rebellion, treason, public anniversaries and commemorations.

It explains why some events in history can be interpreted differently by different groups and at different times.

It helps us to understand how the Rising was remembered can cause offence to some people rather than the actual events in Dublin in 1916.

It makes us to make our own judgments

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about these events based on historical evidence available.

Debrief” Discuss why the Rising was significant

Activity 6. This will help you to prepare your notes for Question 1 Use Sources 1-7 below to fill in the grid below

Source Type of Source How is the Rising

Commemorated?

Why is the Rising

Commemorated in this way?

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Controlled Assessment Tasks

You have now completed the introductory activities for Question 1 and will answer the question below under examination conditions. Your teacher will explain how much time you have to complete the question below

Question 1: 10 marksExplain how the Easter Rising has been remembered

Check that you have Sources 1 - 7

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Question 1 (10 marks)Explain how the Easter Rising has been remembered. Your teacher will explain which of your notes you make use of in this question.Use Sources 1 -7Source 1

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Commemoration medal and ribbon produced and distributed to those who fought in the 1916 Rising. In 1966, 964 medals were

distributed. Note that the ribbon was sent ‘With Compliments of the President of Ireland’ and from the Department of Defence. This

creates a sense of making the commemoration official.

Source 2

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Mural in West Belfast to commemorate the 75th Anniversary of the Rising. Note the Starry Plough – originally used by the Irish Citizens

Army and later became the symbol of Irish Socialism. James Connolly is shown at the front suggesting again that this is to

remember the socialist movement. Patrick Pearse is shown looking to the left. According to the tour at Pearse’s cottage near Ros Muc, Co. Galway, Pearse had a pronounced squint in his left eye that he was very conscious about but also due to vanity always posed to

show his right side. Also the imagery of the phoenix rising from the flames giving hope to the rise of the Republican movement. Eirí

Amach na Casca translates as the Easter Rising.

Source 3

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17th May 2011, Queen Elizabeth II attended the Garden of Remembrance in Dublin and laid a wreath to remember those who died for Irish freedom. This gesture was much praised in the Irish media. The visit came one hundred years since the last visit by a British monarch, when her grandfather King George V visited in

1911. In April 2014, President Michael D. Higgins reciprocated the Queen's visit when he became the first Irish President to make a

state visit to the United Kingdom.

Source 4

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This section of Croke Park, Dublin the home of GAA, is known as Hill 16. The section was built in 1917 and was originally known as Hill

60 making reference to the Battle of Hill 60 which was the last offensive at Gallipoli. At this battle the Royal Dublin Fusiliers

suffered heavy losses. It wasn’t until the 1940’s that the name changes to Hill 16 as leading figures in the GAA felt it wasn’t

appropriate to have a section named after a battle involving the British Army. A myth developed that the hill itself was built out of the rubble in O’Connell Street following the Rising. Yet, the name was officially renamed the Dineen Hill in 2006 after Frank Dineen,

who purchased the land for the GAA in 1908.

Source 5

"Grace", a song written in 1985 by Frank and Seán O'Meara, which became very popular in Ireland and elsewhere and has been recorded by many musicians.

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http://www.youtube.com/watch?v=lotnXbJP9Gg

Grace Gifford was born in Dublin 1888. She was raised a Protestant but later converted to Catholicism after she met and became

engaged to Joseph Plunkett. Plunkett was a member of the Military Council of the Provisional Government and the Provisional

Committee of the Irish Volunteers. He was largely responsible for the planning of the Rising. The couple, both 28, were due to get married on Easter Sunday 1916 but this was postponed due to

Plunkett’s ill health. He had an operation to treat glandular tuberculosis just days before the Rising. He struggled out of bed and still bandaged took his place alongside Pearse, Connolly and

Clarke at the GPO.Following the surrender, Plunkett was held in Kilmainham Gaol while

awaiting a court martial. Seven hours before his execution he married Grace in the prison chapel. The couple had ten minutes together heavily guarded by 15 British Officers. Grace’s sister,

Muriel was married to Tómas MacDonagh who was also executed for his role in the Rising.

Grace Plunkett was elected to the Sinn Fein Executive in 1917. She joined the Anti-Treaty IRA and was interned in Kilmainham Gaol in 1923, for three months. While there she painted images on the

walls in her cell. Grace made a very modest living through her art work until her death in 1955. She was buried with full military

honours and her funeral was attended by the then Irish President Sean T O’Kelly. She never remarried.

Source 6

Two Commemorative parades from Dublin in 1950 and again in 2012. http://www.youtube.com/watch?v=W4pqsxD_4DE - 1950

http://www.youtube.com/watch?v=c76-K_ZsNuo - 2012

There are also many other parades on YouTube and teachers could select appropriate extracts to show pupils for example parades in Northern Ireland are less formal and not state commemorations. Therefore differences can be clearly seen as to how the Rising is

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commemorated in different ways and perhaps consider why this is the case.

Source 7Easter 1916W. B. Yeats, 1865 - 1939

I have met them at close of day

Coming with vivid faces

From counter or desk among grey

Eighteenth-century houses.

I have passed with a nod of the head

Or polite meaningless words,

Or have lingered awhile and said

Polite meaningless words,

And thought before I had done

Of a mocking tale or a gibe

To please a companion

Around the fire at the club,

Being certain that they and I

But lived where motley is worn:

All changed, changed utterly:

A terrible beauty is born.

Are changed, changed utterly:

A terrible beauty is born.

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Yeats wrote this poem around September 1916 and is generally celebrated as one of his greatest achievements. In the first stanza he discusses how the people involved in the Rising have been ordinary people who have stepped out of the crowd in Dublin – from houses, desks and buildings. This transformation from ordinary citizen to revolutionary is shown in the refrain ‘All changed, changed utterly: A terrible beauty is born.’to their own death and rather than it be a heroic/honourable death it causes bewilderment. Yeats doesn’t seem sure if the sacrifice is worthwhile. Instead the only comfort can come in commemoration – ‘our part’. The naming of the dead very clearly stamps their legacy in the minds of the reader. The final line again suggests the struggle faced if the sacrifice was worthwhile and the worry for the future of Ireland.

‘A terrible beauty is born’

Activities 7-10 will help you to prepare your answer to Question 2. Activity 7 : Key leaders of the Uprising

Task: Complete the table below. Use the Uprising Leaders resource sheet to help you. You may tick more than one box for each statement.

Who might this be…?

Pearse Clarke MacDermott MacDonagh Ceannt Connolly Plunkett

I am the founder of the Irish Citizen ArmyI am a teacher

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I was the main leader of the UprisingI am a poetI am a member of the IRBI am a member of the Gaelic LeagueI am a socialist thinkerI am a FenianI founded the Irish VolunteersI have served a 15 year prison sentence

Uprising Leaders Resource Sheet

Born in 1879 He was a writer and a teacher

He had been a member of the IRB since 1913

Main planner of the rising

Patrick

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Born in 1857 He was Fenian who had served a 15 year

prison term for his involvement in dynamite attacks on police stations in the 1880s

Born in 1887 He was a writer and a poet

He was one of the founders of the Irish Volunteers

Born in 1881 He was a prominent member of the Gaelic

League He was a musician

Thomas

Joseph

Eamonn

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The Easter Rising 1916

Born in 1878 He was a poet and teacher

He was a member of the Gaelic League

Born in 1884 He was a member of the Gaelic League, Sinn

Fein and the Gaelic Athletic Association. He was the secretary of the IRB

Born in 1868 He was a labour activist and socialist

thinker He was the founder of the Irish Citizen

Army

Thomas

Sean

James

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Activity 8 : Walking debate on: The Consequences of the Easter Rising were more important than the Rising itself.

Your teacher will label one side of the classroom AGREE and the other side DISAGREE . To begin your teacher will read out one of the consequences below and you will be asked to stand on the spot of the line that represents your opinion in relation to the statement above  - for example if you stand on either end of the line you are absolute in agreement or disagreement. You may also stand anywhere in between the two extremes, depending on how much they do or do not agree. Be prepared to explain your choices

The Short-Term and Long-Term ConsequencesMost people in Dublin were angry with the rebels immediately after the rising, and blamed them for the terrible damagewhich had been done to the city during the fighting.

15 of the main leaders of the rising were executed by firing squad. Others participants were also severely dealt with. This caused the people in Dublin to be more sympathetic towards the rebels, and angry towards the government.

About 450 people in Dublin had been killed during Easter week.

The people turned against Redmond and the IPP (Irish Parliamentary Party) and began to give their support to Sinn Fein who by 1918 were the largest party in Ireland.In 1918 some Republicans (who became known as the Irish Republican Army) renewed the military conflict with the British forces that had started in Easter Week 1916 in order to gain a completely independent Ireland. This became known as The War of Independence.

While the IRA was fighting The War of Independence, the British government had set up a committee to try and solve the ‘Ulster problem’. The committee recommended dividing Ireland into two parts: Northern Ireland and the Irish Free State.

Northern Ireland and the Irish Free State were born in violence. Even after the anti-Treaty IRA called a halt to the fighting in May 1923, political uncertainty continued. The Dublin government made

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many calls to see an end to Partition but this ‘temporary’ measure has remained a permanent fixture.

Sectarian violence continued in Northern Ireland after Partition was enacted. Nationalists were unhappy with the one-sided nature of the government and the inequalities that existed in society.

The 1960s brought hope to many people within Northern Ireland as the radical changes and events taking place throughout the world encouraged many of those who felt discriminated against that reforms could be achieved. This saw the birth of the Northern Ireland Civil Rights Association – NICRA.

Some reforms were achieved but not without bloodshed. From the 1960s a 30-year period of violence called ‘the Troubles’ broke out in Ulster.

In the 1970s and 1980s a republican paramilitary group, the Provisional IRA, used bombings and shootings to try and force the British out of Northern Ireland. Loyalist paramilitaries fought to keep the six counties in the United Kingdom.

In response to the ongoing violence in Northern Ireland the London government decided to implement Direct Rule which meant that Northern Ireland was going to be directly ruled from Westminster. There were a number of attempts at power sharing and moves towards peace in the 1980s but these ultimately failed.

A breakthrough finally came in 1998 with the signing of the Good Friday Agreement which ended the 30 year cycle of violence and gave the country its own power-sharing assembly.

Ireland is still divided and contention remains, particularly around the area of commemoration.

Activity 9 :Using the resources provided complete the grid below to give an overview of the Easter Rising

Who What Where When Why

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Activity 10

Below are a number of note taking grids on the sources. These will help you to reach your conclusions about whether

the Rising was failure or not based on evidence from the sources

DO THE SOURCES AGREE, DISAGREE (OR BOTH) WITH THE INTERPRETATION IN THE QUESTION?

“The 1916 rising was a failed rebellion”.

AGREE – it was a failed

rebellion

BOTH – AGREE AND DISAGREE

- it failed in a way but succeeded in another

DISAGREE – it was not a failed

rebellion, it succeeded

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OUTSIDE RESEARCH AGREES

OUTSIDE RESEARCH AGREES AND DISAGREES

OUTSIDE RESEARCH DISAGREES

AUTHOR RESEARCH

Source Author ResearchTheir point of view Nationalist, Republican, British Unionist- Balanced?

A EDWINPOOTS

B JUDE COLLINS

C GENERAL SIR JOHN MAXWELL

D PATRICK PEARSE

E MARTINMCGUINESS

F THE IRSH INDEPENDENT

G DG BOYCE

H MARTIN WALTON

I SERGEANT JAMES JOSEPH MAKIN

J JIM ALLISTER

NOTES

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AUTHOR RESEARCH EXEMPLAR

SOURCE K

Historian Dr Russell Rees from ‘Ireland 1905-25’

The extremely hostile reception which the insurrectionists had received from the citizens of Dublin, as they were being led away by the British troops following Pearse’s order to surrender, was understandable. Civilians were killed, property damaged and the lives of Dubliners had been severely disrupted…many of the women who vented their anger on the captured rebels had husbands serving with the British Army on the Western Front. Yet this initial reaction was to change when the British response to the rising became clear.

SOURCE AUTHOR RESEARCH- THEIR POINT OF VIEW- ARE THEY NATIONALIST, REPUBLICAN, BRITISH, UNIONIST, BALANCED…?

K R REES You could offer a relevant website for your students to browse. In this case Russell Rees’ information was taken from the textbook the source is from.Dr Russell Rees graduated in History with honours at the University of Ulster and completed a PHD on relations between Northern Ireland, the Irish Free State and Britain in the period from 1945-51. He was Head of History at Omagh Academy. He has written a series of textbooks on modern Irish History.Therefore, you could argue he is an educationalist who would be trying to give a balanced, researched view on historical events.

History Year 10 Controlled Assessment Task – Question 2:

You will work with your teacher though this section which gives you valuable guidance on how to answer the question “The 1916 Rising was a failed rebellion.” How far do the sources agree with this viewpoint?

Writing your introduction:

Explain what is meant by the statement in the question. State that there are different viewpoints about this statement.

Structuring your paragraphs.

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In question 2 of the CAT, you must be able to demonstrate a range of skills in your answer. The skills needed are:

Judgement Extract Knowledge Evaluate and analyse

Glossary:

Judgement– Say whether the source agrees or disagrees with the statement in the question. Extract – Quote or paraphrase key points from the source that agrees/disagrees with the statement in the question.Knowledge – Provide brief relevant knowledge about the author and/or their relationship with the events from your research sheet.Evaluate and analyse– Outline the key strengths and weaknesses of the evidence based on your W5 sheet which will help you draw conclusions.W5 Questions to considerWho? Do we know who wrote the source?

Does this make it more or less reliable? What is their job/position? Have they a motive for writing this? Are they biased? Could emotion affect the accuracy of this source?

Why? Why did the author write this? Who is the intended audience? Do they want to make someone/something look bad? Do they want support? Are they justifying something? Is it propaganda?

Where? Where did the information come from?Where was the source created?

What? What information does the source give us?Is it useful?Is it one sided?Does it only give one point of view?Is it fact or opinion?What kind of evidence is it? (diary/newspaper/speech etc.)Is there anything else we need to know?Context- did anything else happen before or after the event?

When? When was it written?

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Is it primary or secondary?Did he or she write it down at the time?Was it written years after and could memory affect accuracy?How did the author learn about the events?Did they do a lot of research?

These skills will form the structure of your paragraphs helping you answer the question. An example paragraph has been done for you overleaf.Sample paragraph for CAT Question 2.

Question 2: “The 1916 Rising was a failed rebellion”. How far do the sources agree with this viewpoint?

Sample source

Historian R Rees from ‘Ireland 1905-25’

The extremely hostile reception which the insurrectionists had received from the citizens of Dublin, as they were being led away by the British troops following Pearse’s order to surrender, was understandable. Civilians were killed, property damaged and the lives of Dubliners had been severely disrupted…many of the women who vented their anger on the captured rebels had husbands serving with the British Army on the Western Front. Yet this initial reaction was to change when the British response to the rising became clear.

Model answer paragraph broken into skills:

Judgement- Rees both agrees and disagrees with the statement in the question, that ‘The 1916 rising was a failed rebellion’. Extract - On the one hand, Rees argues that the ‘insurrectionists’ received an ‘extremely hostile reception’ following the surrender. This would indicate that the rising had failed. He points out that many women ‘vented their anger on the captured rebels’ indicating that the rising was very unpopular with the Dublin citizens. However, he goes on to highlight the ‘change’ of reaction that took place following the British response, clearly referring to the

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executions. This would infer that in the long term the rising was not the failure that was first thought and indeed the executions was the catalyst that changed people’s minds on the incident. Knowledge - Rees, being a reputable historian is bound to take a broad view given that fact that he has spent many years researching the Easter rising and it’s implications. This means that he is very unlikely to be biased in his views.Evaluation and analysis- Rees is therefore highly reliable as an historical source because Rees is writing in the modern era for a student audience and his motive is to educate and inform. This makes this source a very useful piece of evidence for an historian.

Complete paragraph

Rees both agrees and disagrees with the statement in the question, that ‘The 1916 rising was a failed rebellion’. On the one hand, Rees argues that the ‘insurrectionists’ received an ‘extremely hostile reception’ following the surrender. This would indicate that the rising had failed. He points out that many women ‘vented their anger on the captured rebels’ indicating that the rising was very unpopular with the Dublin citizens. However, he goes on to highlight the ‘change’ of reaction that took place following the British response, clearly referring to the executions. This would suggest that in the long term the rising was not the failure that was first thought and indeed the executions were the events that changed people’s minds on the incident. Rees, being a respected historian is bound to take a broad view given that fact that he has spent many years researching the Easter rising and its implications. This means that he is less likely to be biased in his views. Rees is therefore therefor reliable as an historical source because Rees is writing in the modern era for a student audience and his motive is to educate and inform. This makes this source a very useful piece of evidence for an historian.Sample paragraph for CAT Question 2.

Question 2: “The 1916 Rising was a failed rebellion”. How far do the sources agree with this viewpoint?

Sample source: Michael Collins speaking in 1917 about the Easter rising in 1916:“That valiant effort and the martyrdoms that followed it finally awoke the sleeping spirit of Ireland”.

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Model answer paragraph broken into skills:

Judgement – Collins’ statement disagrees with the statement in the question that the ‘1916 rising was a failed rebellion’.

Extract – He describes the rising as a ‘valiant effort’ thus hinting that it was a success. His comment on ‘martyrdom’ would suggest the long term effect of the rising was to create heroes for future generations to look up to. This could be regarded as a success thus disagreeing with the question. Collins goes on to say that the rising ‘awoke the sleeping spirit of Ireland’. This would suggest success as it brought about change in Ireland.Knowledge – Collins was an Irish Republican who fought in the rising but escaped execution.

Evaluation and Analysis – Collins’ evidence is very useful in giving an historian the view of an Irish Republican in Ireland following the rising and the executions. His evidence is biased because he was directly involved in the event and is keen to inspire future generations to continue the struggle for Irish Freedom. This quote gives his personal opinion and is not based on Historical fact. Therefore, this limits the reliability of this source.

Complete paragraph:

Collins’ statement disagrees with the statement in the question that the ‘1916 rising was a failed rebellion’. He describes the rising as a ‘valiant effort’ thus hinting that it was a success. His comment on ‘martyrdom’ would suggest the long term effect of the rising was to create heroes for future generations to look up to. This could be regarded as a success thus disagreeing with the question. Collins goes on to say that the rising ‘awoke the sleeping spirit of Ireland’. This would suggest success as it brought about change in Ireland. Collins was an Irish Republican who fought in the rising but escaped execution. Collins’ evidence is very useful in giving an historian the view of an Irish Republican in Ireland following the rising and the executions. His evidence is biased because he was directly involved in the event and is keen to inspire future generations to continue the struggle for Irish Freedom. This quote gives his personal opinion and is not based on Historical fact. Therefore, this limits the reliability of this source.Writing your conclusion:

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Question 2 requires you to reach a judgement regarding the statement in the question. In your final paragraph you must:

Make an overall judgement about whether the sources together agree or disagree with the view in the question.

Explain why some sources agree and others disagree with the statement in the question.

SOURCE PACK SOURCES A-I

SOURCE A

Edwin Poots on Twitter - Easter 2013

"I had forgotten it is the 97th anniversary of a failed rising by subversives."SOURCE B

Jude Collins – blog – Easter 2013

The men who seized the GPO were, inside a week or so forced to surrender. Most people would call that a defeat. Except that it was a defeat that led to victory in the war. Within six years of the

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Rising, republicans had succeeded in achieving independence for twenty-six out of thirty-two counties. SOURCE C

Official Report by General Sir John Maxwell on the Easter Rising, April 1916

There were numerous cases of unarmed persons killed by rebels during the outbreak have been reported to me. I wish to emphasize that the responsibility for the loss of life, however it occurred, the destruction of property and other losses, rests entirely with those who engineered this revolt, and who, at a time when the empire is engaged in a gigantic struggle, invited the assistance and cooperation of the Germans.Source Records of the Great War, Vol. IV, ed. Charles F. Horne, National Alumni 1923

SOURCE D

Patrick Pearse at his court-martial, 2 May 1916

“We seem to have lost, we have not lost. To refuse to fight would have been to lose, to fight is to win, we have kepy faith with the past and handed a tradition to the future. If our deed has not been sufficient to win freedom, then our children will win it by a better deed”SOURCE E

Deputy First Minister Martin McGuinness April 2014

“I think what we have to commemorate first and foremost is the Easter Rising and all those heroes who liberated this part of Ireland”SOURCE F

The Irish Independent newspaper, Thursday 4th May 1916

The men who took the initiative in disturbing the peace of the country have not, and had not, a shred of public sympathy. Whilst they held certain strongholds the military were being called for and longed for by the citizens. These men are now held prisoners in England and the leaders who organised and the prominently active spirits in this "rising" deserve little consideration or compassion. So far as we are concerned when we think of the many valuable lives lost, the hundreds of innocent victims – many of them buried in unknown graves because their friends could not be discovered, when we think of the enormous material damage which has already been done and the huge loss of trade and employment which must be the consequence, we confess that we care little what is to

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become of the leaders who are morally responsible for this terrible mischief.SOURCE G

D G Boyce from ‘Ireland 1828-1923’

The rebels had bungled, yet their rising was a turning point in the history of modern Ireland. They held out for only a week, and sporadic fighting outside Dublin was easily oppressed by the Crown forces, but their stand for freedom caught the imagination of nationalist Ireland.SOURCE H

Martin Walton from CURIOUS JOURNEY: An Oral History of Ireland’s Unfinished Revolution,by Kenneth Griffith and Timothy O’Grady, (Mercier Press, 1998).

After the Rising we started to reorganize immediately – to look for guns, try and buck up the language, the Gaelic League and any other organization that wasn’t banned and that we could get into. It was a terrible time. There were still thousands of Irishmen fighting in France and if you said you had been out in Easter Week one of their family was liable to shoot you.SOURCE I

Letter home from Australian Catholic soldier in British Army stationed in Dublin – Sergeant James Joseph Makin

Is it not deplorable that trouble has broken out in Ireland? It is astounding, in as much as there are thousands of fine men in the Irish regiments here, who are moved by the highest sense of patriotism. Who can deny that these Irish regiments are not among the best of the British fighting units and are fighting to uphold British integrity and traditions? I have mixed with them for a month and I know their spirit. And yet they are having their honor and name filched away by a ruffian horde, blinded by long-past wrongs and kindled by German gold and influence. Let me hope that the trouble will be stamped out this time for good and all, as assuredly it will be, but at the expense of much needed lives at a critical moment.

SOURCE J

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Jim Allister (leader of TUV party) on Let’s Talk 2013

“we should not celebrate some foreign, grubby failed rebellion one hundred years ago in some other place. There is nothing to celebrate about that other than its failure.”

CONTROLLED ASSESSMENT MARK SCHEME

QUESTION ONE = 10 MARKS

Explain how the Easter Rising has been commemorated.

Level One [1-3] Basic explanation of one method of commemoration Some inaccuracies Little reference to evidence from research Poor presentation of arguments

Level Two [4-7] Relevant explanation of two or more methods of

commemoration Some use of evidence from research Reaching limited conclusions Some accurate and clear arguments presented

Level Three [8-10]

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Very good explanation of four or more methods of commemoration

Very good use of evidence from research Well supported conclusions Accurate and clear arguments presented throughout

Level Four [11-15] THIS IS GCSE LEVEL

Excellent explanation Precise and detailed use of evidence from research Fully supported conclusions Concise and coherent arguments presented throughout

QUESTION TWO = 20 MARKS

“The 1916 Rising was a failed rebellion”. How far do the sources agree with this viewpoint?Level One [1-6]

Limited understanding of the question asked Limited understanding of the opinions in the sources Difficulty in distinguishing between fact and opinion Little or no evidence of wider research Information presented in an appropriate form but may contain

some inaccuracies

Level Two [7-13] General understanding of the question asked General understanding of the opinions in the sources Some conscious attempt to interpret the sources Some evaluation of the strengths and weaknesses of the

sources Some evidence of wider research Information presented in an appropriate form with some

accuracy

Level Three [14-20] Very good understanding of the question asked Very good understanding of the opinions in the sources Very good attempt to interpret the sources Very good evaluation of the strengths and weaknesses of the

sources

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Good evidence of wider research Information presented with appropriate paragraphs and

considerable accuracy Offers a conclusion containing a judgement about the

question Explains why people have different opinions on this issue

Level Four [21-25] THIS IS GCSE LEVEL

Full understanding of the question asked Full understanding of the opinions in the sources Thorough evaluation of the strengths and weaknesses of the

sources Use of sources to enhance arguments Detailed evidence of wider research Information accurately presented in an appropriate form

including introduction, paragraphs and detailed conclusion

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