Junior Cycle Lesson Plans

Unit 5:

Mapping the 1916 Rising

Junior Cycle Lesson Plans

Unit 5: Mapping the 1916 Rising

General Overview:

In this series of activity-based lessons students will gain a deeper understanding of the concepts of nationalism and separatism as well as learning about the main events before, during and after the 1916 Rising. Students will apply their understanding of these concepts and events to analysing a selection of maps, documents and photographs. Students will be able to identify some of the key personalities and groups involved in the 1916 Rising and be asked to consider how the rebel leaders used the geography of Ireland generally, and of Dublin specifically, to execute their plans. Students will further be asked to demonstrate their understanding in a series of assessment for learning (AFL) tasks.

The levels of detail presented in the maps and the richness of the historical sources offer considerable scope for students to develop their critical thinking skills. Students are encouraged to form and eval-uate their own opinions on the issues raised by an examination of the 1916 Rising, and demonstrate enquiry, critical thinking, and creative skills.

Subject: Junior Cert History

Unit: Political Developments in Twentieth Century Ireland

Topic: The 1916 Rising

Subject: Junior Cycle History

Strand: 1 (The Nature of History) 2 (The History of Ireland)

Topic: The 1916 Rising

Statements of SOL: 1, 3, 5, 8, 9, 16, 18, 24Learning Links

1.

Required Time: 6 -7, 40-minute class periods

Curricular Links: Geography, English, Art, Mathematics

Atlas of the Irish Revolution Resources for Schools p. 2

Aims: Knowledge: Students should develop an understanding of

o The different groups involved in the 1916 Risingo The main personalities associated with the 1916 Rising o The cause, course and consequences of the 1916 Rising

Concepts: Students should develop an understanding and the ability to apply the following procedural and substantive concepts

Skills: Students should develop the following research and writing skills

o Sourceo Evidenceo Chronologyo Opinion/Facto Bias/Objectivityo Propagandao Cause and Consequence of Revolution

o Locate a variety of historical sources such as primary and secondary written sources, maps and photographso Select relevant information from these sources to answer historical questions o Record information by note taking, categorising and summarisingo Examine the information critically, distinguishing between fact and opinion and detecting inconsistencies and biaso Synthesise information from a selection of sources to create timelines, logical sequences, lines of argument or explanationso Present and communicate findings in a variety of ways, e.g. written, graphic, oral

Junior Cycle History Specification: S = Strand , E = Element, LO = Learning Outcome

Learning Outcomes: by the end of these lessons students will be able to

Debate the usefulness and limitations of different types of sources of historical evi-dence, such as written, cartographic, photographic, oral and tactile evidence. (S.1 E2. LO.6)Effectively interrogate a map to extract historical informationDescribe the events and personalities associated with the 1916 Rising Be reflexive, critical and discriminating in response to a range of printed, visual and cartographic texts. (S1. E2. LO.10)Examine the rise and impact of nationalism and unionism in Ireland, including key events between 1911 and 1917 (S2. E1 LO.4)Understand the connections between cultural nationalism and the1916 Rising (S2. E.2. LO.10) Understand the immediate consequences of the 1916 RisingDescribe the impact of the 1916 Rising on the lives of ordinary people (S2. E2 LO.8)Make connections between local and national history of the 1916 Rising. (S2. E3 LO.14)Explain the connections between people, places or ideas relating to the 1916 Rising (S1. E3. LO.10)Use their imagination to consider the experiences of different people in 1916. (S1. E1 LO.1) Develop historical judgements based on evidence about personalities and events relating to the 1916, showing awareness of historical significance (S1. E2 LO.7) Work effectively with others in a range of rolesLocate and access additional material relating to the topic (S1. E1 LO.4)

o

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Atlas of the Irish Revolution Resources for Schools p. 3

Assessment for Learning: will be based on

o Sharing learning goals with the students o In-class peer assessmento Student self assessment sheets

Assessment of Learning: will be based on

o Informal teacher observation of student responseso Teacher observation of student ability to access and use the relevant resources during the lessonso Teacher observation of the accuracy of the information depicted in individual and group tasks o Differentiated questioning o The application of the assessment criteria provided in the individual lesson plans for the group work tasks. Elements such as effective group work, delivery, accuracy and relevance of content are included in the assessment criteriao Homework assignments suggested in the lesson plans

Atlas of the Irish Revolution Resources for Schools p. 4

Lear

ning

out

com

es

By th

e en

d of

this

less

on st

uden

ts

shou

ld h

ave

...

Part

1:

Ove

rvie

w/s

tart

erPa

rt 2

: Stu

dent

Led

Lea

rnin

gPa

rt 3

: Rev

iew

/Ple

nary

:

rein

forc

ed/r

evis

ed p

revi

ous

lear

ning

abo

ut th

e H

ome

Rule

Cr

isis

191

2-19

14

know

ledg

e of

the

mai

n ev

ents

in

the

year

s be

fore

the

Risi

ng

the

abili

ty to

reco

gnis

e th

e m

ain

pers

onal

ities

and

gro

ups

asso

ciat

ed w

ith th

e 19

16 R

isin

g

deve

lope

d an

abi

lity

to a

pply

th

e pr

oced

ural

con

cept

of

chro

nolo

gy a

nd th

e su

bsta

ntiv

e co

ncep

t of c

ause

prac

ticed

reco

rdin

g in

form

atio

n an

d su

mm

aris

ing

pres

ente

d in

form

atio

n in

gra

phic

fo

rmat

empl

oyed

num

erac

y sk

ills

wor

ked

effe

ctiv

ely

as p

art o

f a

grou

p

The

follo

win

g ta

sk m

ight

be

used

as

a m

eans

of fi

nish

ing

the

less

on, o

r, if

time

allo

ws,

the

teac

her m

ight

dec

ide

to s

truc

ture

an

add

ition

al c

lass

aro

und

the

activ

ity.

The

teac

her w

ill a

sk s

tude

nts

to e

ngag

e in

hot

sea

ting.

Thi

s is

a w

idel

y us

ed a

nd v

ery

effe

ctiv

e dr

ama

stra

tegy

whe

re

ques

tions

are

ask

ed to

a s

tude

nt s

ittin

g in

the

‘hot

sea

t’ w

ho

answ

ers

in c

hara

cter

. The

teac

her w

ill s

et th

is u

p by

telli

ng th

e cl

ass

that

it is

191

5 an

d th

ey w

ill h

ave

an o

ppor

tuni

ty to

mee

t an

d qu

estio

n Ja

mes

Con

nolly

, Pat

rick

Pear

se, S

ean

Mac

Der

mot

t, Jo

hn R

edm

ond

and

Eoin

Mac

Nei

ll.

The

teac

her w

ill a

ppoi

nt fi

ve c

hara

cter

s to

ass

ume

the

role

s an

d di

rect

them

to a

sho

rt fa

ct s

heet

on

each

of t

he c

hara

cter

s in

the

stud

ent w

orks

heet

. The

y sh

ould

fam

iliar

ise

them

selv

es

with

thei

r res

pect

ive

char

acte

rs.To

eac

h pa

ir of

rem

aini

ng

stud

ents

, the

teac

her w

ill a

ssig

n on

e of

the

char

acte

rs to

re

sear

ch. U

sing

the

sam

e w

orks

heet

, the

y w

ill b

e gi

ven

five

min

utes

to w

ork

in p

airs

to b

ecom

e ex

pert

on

the

char

acte

r an

d dr

aft t

hree

que

stio

ns. N

ote:

If ti

me

does

not

per

mit

, st

uden

ts m

ight

acc

ess

the

shor

t vid

eo b

iogr

aphi

es o

f Con

nolly

, M

acD

erm

ott P

ears

e at

: the

irish

revo

lutio

n.ie

Onc

e th

e fiv

e m

inut

es h

ave

elap

sed,

the

teac

her (

or a

stu

dent

) w

ill a

ssum

e th

e ro

le o

f cha

irper

son

and

field

the

ques

tions

. Ea

ch o

f the

cha

ract

ers

on th

e pa

nel m

ust r

emai

n in

cha

ract

er

for t

he d

urat

ion

of th

e se

ssio

n.

Stud

ents

will

eng

age

in p

eer a

sses

smen

t by

answ

erin

g th

e qu

estio

n: ‘W

ere

they

cre

dibl

e?’ a

t the

end

of e

ach

sess

ion.

Th

ey m

ust p

rovi

de re

ason

s fo

r the

ir co

nstr

uctiv

e cr

itici

sm a

nd

offe

r a s

ugge

stio

n ba

sed

on fa

ctua

l kno

wle

dge

as to

how

the

char

acte

r mig

ht h

ave

been

mor

e cr

edib

le w

here

rele

vant

.

Requ

ired

Mat

eria

l fo

r Le

sson

1: A

tlas

of t

he Ir

ish

Revo

lutio

n St

uden

t Doc

umen

t Pac

k an

d St

uden

t Wor

kshe

ets,

Uni

t 5. L

esso

n 1.

; Ti

mel

ine

Tem

plat

e an

d a

Proj

ecto

r

Link

s wit

h ot

her

subj

ects

:

Less

on 1

: Ire

land

bef

ore

the

Rebe

llion

(1

-2 cl

ass p

erio

ds)

SUM

MA

RY:

Dur

ing

this

less

on, s

tude

nts

will

enc

ount

er th

e m

ain

grou

ps a

nd p

rimar

y pe

rson

aliti

es a

ssoc

iate

d w

ith th

e 19

16 R

isin

g. T

he

less

on a

ims

to re

info

rce

prio

r lea

rnin

g by

gui

ding

stu

dent

s in

seq

uenc

ing

even

ts a

nd id

entif

ying

key

mom

ents

. Stu

dent

s w

ill a

lso

be a

sked

to

thi

nk c

ritic

ally

abo

ut t

he d

iffer

ent

poin

ts o

f vie

w o

n st

agin

g a

rebe

llion

in 1

916.

The

less

on m

ight

sta

nd a

lone

as

a re

visi

on c

lass

or

serv

e to

pro

vide

con

text

for,

and

a br

idge

to le

sson

s 2-

6.

Key

Que

stio

ns:

• W

hat w

ere

the

influ

entia

l gro

ups/

orga

nisa

tions

in Ir

elan

d in

191

6 an

d w

hat w

ere

thei

r aim

s?

The

teac

her b

egin

s by

exp

lain

ing

that

the

targ

ets

for t

his

less

on a

re to

be

able

to c

hart

th

e ch

rono

logi

cal p

rogr

essi

on o

f eve

nts

that

le

d to

eve

ntua

l out

brea

k of

the

rebe

llion

in

1916

, and

to re

cogn

ise

the

mai

n pl

ayer

s.

The

teac

her w

ill e

xpla

in th

at d

urin

g th

e le

sson

, the

stu

dent

s w

ill c

onst

ruct

a ti

mel

ine.

Th

e be

st s

tude

nt ti

mel

ine

will

be

disp

laye

d in

the

clas

sroo

m a

s vi

sual

con

text

ualis

atio

n fo

r the

ser

ies

of le

sson

s to

follo

w a

nd la

ter,

as

a re

visi

on a

id.

Dep

endi

ng o

n ho

w m

uch

revi

sion

is re

quire

d,

the

teac

her m

ight

spe

nd s

ome

time

on

ques

tioni

ng o

r ins

truc

tion

as a

lead

-in

to th

e st

uden

t tas

k of

cre

atin

g th

e tim

elin

e.

(S)h

e m

ight

find

it u

sefu

l to

pres

ent a

Po

wer

poin

t slid

e on

whi

ch th

e im

ages

of E

oin

Mac

Nei

ll, S

ean

Mac

Der

mot

t, Jo

hn R

edm

ond

and

the

Iris

h Ci

tizen

Arm

y ar

e di

spla

yed.

(S)

he w

ill e

xpla

in th

at e

ach

imag

e re

pres

ents

a

grou

p in

volv

ed in

the

1916

Ris

ing.

And

eac

h gr

oup

had

a di

ffer

ent i

dea

abou

t wha

t Iris

h fr

eedo

m m

eant

and

how

it m

ight

be

atta

ined

.

The

clas

s w

ill o

ffer

sug

gest

ions

as

to w

ho

each

per

sona

lity

is a

nd w

hy th

ey w

ere/

wer

e no

t will

ing

to fi

ght i

n 19

16.

Dire

ct th

e st

uden

ts to

the

first

two

page

s of

the

Stud

ent W

orks

heet

for L

esso

n 1.

Stu

dent

s w

ill

be g

iven

5-7

min

utes

to fi

ll in

the

gaps

in th

e se

nten

ces.

Som

e te

ache

rs fi

nd it

use

ful t

o ha

ve

a di

gita

l cou

ntdo

wn

cloc

k (a

vaila

ble

as a

n ap

p fo

r the

iPad

or o

nlin

e fo

r the

pro

ject

or) c

lear

ly

disp

laye

d at

the

top

of th

e cl

assr

oom

. It c

an b

e se

t to

issu

e an

ala

rm w

hen

the

time

is u

p. T

his

tech

niqu

e is

als

o ef

fect

ive

for b

ringi

ng g

roup

wor

k to

a c

oncl

usio

n.

At th

e en

d of

the

allo

tted

tim

e th

e st

uden

ts a

re

aske

d to

com

pare

thei

r ans

wer

s w

ith a

par

tner

. The

te

ache

r mig

ht c

hoos

e to

ask

for v

erba

l res

pons

es a

t th

is p

oint

or t

o su

rvey

stu

dent

pro

gres

s by

mov

ing

betw

een

the

grou

ps.

Onc

e ea

ch p

air c

ompl

etes

the

cloz

e te

st, t

he

teac

her w

ill a

sk th

em to

wor

k to

geth

er to

com

plet

e th

e vi

sual

tim

elin

e us

ing

the

info

rmat

ion

in th

e co

mpr

ehen

sion

. In

each

of t

he b

oxes

pro

vide

d th

ey

shou

ld s

umm

aris

e th

e re

leva

nt e

vent

. The

teac

her

mig

ht c

hoos

e to

prin

t the

tim

elin

e on

an

A3 s

heet

to

invo

lve

mor

e st

uden

ts in

eac

h gr

oup.

Dep

endi

ng

on ti

me,

the

teac

her m

ight

als

o as

k st

uden

ts to

ill

ustr

ate

the

timel

ine

with

a s

ymbo

l to

repr

esen

t ea

ch s

tage

.

The

teac

her s

houl

d ch

oose

the

mos

t eff

ectiv

e an

d ac

cura

te ti

mel

ines

for d

ispl

ay in

the

clas

sroo

m,

prov

idin

g fo

rmat

ive

feed

back

abo

ut w

hy th

ese

wer

e ch

osen

.

Step

1:

Step

2:

Step

3:

Step

4:

Engl

ish

o o o o o o o o

Lear

ning

out

com

es

By th

e en

d of

this

less

on st

uden

ts

shou

ld h

ave

...

Part

1:

Ove

rvie

w/s

tart

erPa

rt 2

: Stu

dent

Led

Lea

rnin

gPa

rt 3

: Rev

iew

/Pl

enar

y:

Requ

ired

Mat

eria

l fo

r Le

sson

2: A

tlas o

f the

Irish

Rev

olut

ion

Stud

ent W

orks

heet

s, U

nit 5

; ‘H

ow to

Rea

d a

Map

’ ins

truc

tiona

l Vid

eo

Link

s wit

h ot

her

subj

ects

:

Key

Que

stio

n: W

hat s

erie

s of e

vent

s mea

nt

that

the R

ising

, orig

inal

ly

plan

ned

as a

nat

ionw

ide r

e-be

llion

, was

larg

ely co

nfine

d to

D

ublin

?

Begi

n by

pre

sent

ing

the

clos

e-up

of

a ph

o-to

grap

h of

a b

ulle

t sa

lvag

ed f

rom

the

Aud

in

Cor

k ha

rbou

r. ht

tp://

tinyu

rl.co

m/a

udbu

llet

This

will

lead

to s

essio

n of

“20

que

stio

ns”.

The

stud

ents

will

try

to

elic

it an

swer

s fr

om t

he

teac

her,

who

will

eve

ntua

lly r

evea

l w

hat

the

obje

ct is

. O

nce

esta

blish

ed, t

he te

ache

r will

use

it a

s the

ba

sis fo

r a sh

ort p

rese

ntat

ion

on h

ow th

e le

ad-

ers’

plan

s w

ere

seve

rely

ham

pere

d by

the

loss

of

the

Aud.

The

teac

her w

ill a

lso d

ispla

y th

e im

age

of E

oin

Mac

Nei

ll’s c

ount

erm

andi

ng o

rder

and

exp

lain

th

at u

pon

disc

over

ing

the

loss

of t

he A

ud, a

nd

the

fact

the

Cas

tle D

ocum

ent h

ad b

een

a fo

rg-

ery,

he i

ssue

d a

coun

term

andi

ng o

rder

tha

t w

ould

hav

e fa

r-re

achi

ng co

nseq

uenc

es.

The

teac

her

expl

ains

that

the

mem

bers

of t

he

Mili

tary

Cou

ncil

calle

d an

em

erge

ncy

mee

ting

and

then

ask

s the

stud

ents

:

a) W

hat t

hey

thin

k th

e at

mos

pher

e in

Lib

erty

H

all m

ight

hav

e be

en li

ke, a

nd w

hy.

b) W

hat t

he le

ader

s of

the

Risin

g m

ight

hav

e di

scus

sed.

Engl

ish a

nd A

rt

o o o o o o

an u

nder

stan

ding

of t

he

mai

n ev

ents

in th

e le

ad-u

p to

th

e Ri

sing

a de

eper

kno

wle

dge

of th

e m

ain

pers

onal

ities

and

gr

oups

ass

ocia

ted

with

the

1916

Risi

ng

extr

acte

d ev

iden

ce fr

om

sour

ces t

o an

swer

que

stio

ns

pres

ente

d in

form

atio

n in

ar

tistic

form

at

empl

oyed

lite

racy

and

se

quen

cing

skill

s

used

thei

r im

agin

atio

n to

co

nsid

er th

e ex

perie

nces

of

diffe

rent

peo

ple

in 1

916

The

stud

ents’

sug

gest

ions

will

mar

k th

e br

idge

to th

e fir

st ta

sk in

the

Stu-

dent

Wor

kshe

et. Th

e te

ache

r ins

truc

ts th

e st

uden

ts to

read

the

fictio

nalis

ed

acco

unt o

f the

mee

ting

in L

iber

ty H

all o

n Su

nday

23

April

191

6 an

d th

en

answ

er th

e qu

estio

ns th

at fo

llow.

The t

ime a

lloca

ted

for t

his t

ask

is fiv

e min

utes

. Onc

e com

plet

ed, t

he st

uden

t sh

ould

com

pare

thei

r ans

wer

s with

a p

artn

er.

The s

tude

nts a

re th

en as

ked

to st

udy t

he m

ap o

f the

rout

e of t

he A

ud an

d th

at

of R

oger

Cas

emen

t’s U

boa

t and

read

the

sum

mar

y of

eve

nts

that

follo

ws.

In p

airs

, the

y sh

ould

answ

er th

e sho

rt co

mpr

ehen

sion

ques

tions

, whi

ch w

ill

serv

e as

the

scaff

old

for t

he su

bseq

uent

writ

ing

and

grap

hic t

asks

.

Stud

ents

hav

e a ch

oice

of t

hree

ass

ignm

ents

out

lined

in th

eir s

tude

nt w

ork-

shee

t.

Step

1:

Step

2:

Step

3:

Step

4:

The

assig

nmen

ts m

ight

be

com

-pl

eted

in cl

ass o

r as h

omew

ork.

O

nce

com

plet

ed, t

he te

ache

r w

ill a

sk th

e st

uden

ts to

gat

her

in g

roup

s of s

ix. I

deal

ly, th

ere

shou

ld b

e a

good

mix

of a

rt a

nd

writ

ing

in e

ach

grou

p.

(S)h

e w

ill ap

poin

t a ch

airp

erso

n in

eac

h gr

oup.

That

stud

ent w

ill

have

resp

onsib

ility

for m

akin

g su

re th

at e

ach

stud

ent h

as a

n op

port

unity

to p

rese

nt th

e re

sults

of t

heir

wor

k –

whe

ther

th

at is

art

istic

or l

itera

ry. C

ol-

lect

ivel

y th

e gr

oup

will

dec

ide

whi

ch p

iece

of w

ork

is

(a) Th

e m

ost h

istor

ical

ly

a

ccur

ate

(b) Th

e m

ost c

ompr

ehen

sive

(c) H

as in

volv

ed th

e m

ost e

ffort

That

stud

ent w

ill b

e as

ked

to

pres

ent t

heir

wor

k to

the

who

le

clas

s.

Less

on 2

:The

Voya

ge o

f the

Aud

and

the

Cou

nter

man

ding

Ord

erSu

mm

ary:

Bui

ldin

g on

the

intr

oduc

tion

to th

e pr

imar

y pe

rson

aliti

es in

the

prev

ious

clas

s, th

is le

sson

intr

oduc

es st

uden

ts to

sign

ifica

nt ev

ents

in th

e day

s le

adin

g up

to E

aste

r M

onda

y 19

16. S

tude

nts

are

intr

oduc

ed to

, and

eng

age

with

the

hist

ory

of th

e Ri

sing

thro

ugh

narr

ativ

e an

d ca

rtog

raph

ic d

epic

tion

of th

e eve

nts.

The l

esso

n co

ntai

ns n

umer

ous c

urric

ular

link

s with

Eng

lish

and

oppo

rtun

ities

for t

eam

-tea

chin

g.

The l

esso

n ai

ms t

o te

ach

stud

ents

the r

easo

ns w

hy th

e Risi

ng w

as la

rgel

y co

n-

fined

to D

ublin

, the

sig

nific

ance

of E

oin

Mac

Nei

ll’s c

ount

erm

andi

ng o

rder

th

e re

perc

ussio

ns o

f the

loss

of t

he A

ud o

n G

ood

Frid

ay. Th

ey w

ill b

e gu

ided

in

the

anal

ysis

of se

cond

ary

sour

ces c

reat

ed b

y th

e At

las o

f the

Irish

Rev

olu-

tion

team

as a

star

ting

poin

t for

thei

r ow

n im

agin

ativ

e re

crea

tion

of e

vent

s.

This

less

on, w

ith d

iffer

entia

ted

task

s, sh

ould

app

eal t

o st

uden

ts o

f all

leve

ls of

abi

lity.

Teac

hers

mig

ht ch

oose

to u

se a

ll of

the a

ctiv

ities

out

lined

bel

ow, o

r on

e ta

sk th

at th

ey co

nsid

er m

ost a

ppro

pria

te o

r rel

evan

t to

the

clas

s.

Opt

ion

1: W

rite

a sh

ort n

arra

tive

feat

urin

g C

apta

in K

arl S

pind

ler i

n co

nver

-sa

tion

with

one

oth

er ch

arac

ter.

Opt

ion

2: W

rite

the

shor

t dia

ry e

ntry

that

Cap

tain

Spi

ndle

r mig

ht h

ave

writ

-te

n on

Frid

ay 2

1th

April

191

6.

Opt

ion

3: S

tory

boar

d th

e mai

n ev

ents

of G

ood

Frid

ay, E

aste

r Sat

urda

y, Ea

ster

Su

nday

, Eas

ter M

onda

y 191

6. In

pai

rs th

ey sh

ould

bra

inst

orm

the m

ain

even

ts

of th

e fou

r day

s usin

g th

e bra

inst

orm

tem

plat

e in

thei

r wor

kboo

k. Th

e tea

cher

m

ight

cho

ose

to g

uide

stud

ents

in d

eepe

r res

earc

h ab

out t

he e

vent

s of t

hose

da

ys. O

nce

the

brai

nsto

rm s

essio

n is

com

plet

e, st

uden

ts m

ust d

iscus

s whi

ch

part

icul

ar k

ey m

omen

ts th

ey w

ill c

aptu

re a

s a g

raph

ic in

thei

r com

ic st

rip.

Lear

ning

out

com

es

By th

e en

d of

this

less

on

stud

ents

shou

ld h

ave

...

Part

1:

Ove

rvie

w/s

tart

erPa

rt 3

: Stu

dent

Led

Lea

rnin

g

Requ

ired

Mat

eria

l fo

r Le

sson

3: A

tlas o

f the

Irish

Rev

olut

ion

Stud

ent W

orks

heet

s, pr

ojec

tor,

Inte

rnet

acc

ess,

com

pute

r lab

Link

s wit

h ot

her

subj

ects

:

Key

Que

stio

n:W

hat w

ere t

he m

ain

even

ts in

Dub

lin d

urin

g the

191

6 Ri

sing?

Teac

hers

beg

in b

y di

spla

ying

th

e ful

l gar

rison

map

from

the

Doc

umen

t Pa

ck o

n a

Pow

er-

poin

t sli

de.

This

visu

ally

de-

pict

s the

loca

tions

of t

he re

bel

garr

isons

and

thei

r pr

oxim

ity

to t

he d

iffer

ent

Briti

sh A

rmy

barr

acks

and

to

Dub

lin C

as-

tle.

The

teac

her

mig

ht

ask

stud

ents

if

the

map

sug

gest

s th

at th

e M

ilita

ry C

ounc

il ha

d a

clea

r pl

an i

n pl

ace

for

the

Risin

g.

Onc

e th

e st

uden

ts o

ffer

som

e su

gges

tions

in

answ

er t

o th

e te

ache

r’s o

peni

ng q

uest

ion,

(s)

he w

ill c

ontin

ue b

y us

ing

the

map

as

an a

id t

o ex

plai

n th

e m

obili

satio

n of

the

diff

eren

t ba

ttalio

ns o

n Ea

ster

Mon

day.

Usin

g th

e m

ap,

the

teac

her

expl

ains

the

org

anisa

tion

of

the

diffe

rent

ga

rriso

ns

and

the

com

man

ders

. Th

e su

m-

mar

y of

the

Eas

ter

Risin

g on

th

e fir

st p

age

of t

he T

each

ers

Doc

umen

t Pac

k pr

ovid

es fu

ll-er

det

ails

of th

e le

ader

s, th

eir

loca

tions

and

the

com

plex

ion

of th

e di

ffere

nt g

roup

s.

Engl

ish

o o o o o o o

iden

tified

the

mai

n re

bel

garr

isons

in D

ublin

dur

ing

the

1916

Risi

ng

lear

ned

the

nam

es o

f the

m

ain

rebe

l lea

ders

expl

aine

d w

hy th

e re

bels

chos

e to

occ

upy

stra

tegi

c bu

ildin

gs in

Dub

lin

effec

tivel

y in

terr

ogat

ed a

m

ap to

ext

ract

hist

oric

al

info

rmat

ion

eval

uate

d so

urce

s rel

atin

g to

the

East

er R

ising

and

dr

awn

conc

lusio

ns

wor

ked

effec

tivel

y as

par

t of

a g

roup

clea

rly a

nd co

nfide

ntia

lly

com

mun

icat

ed th

eir u

n-de

rsta

ndin

g of

the

conc

epts

an

d ev

ents

usin

g a

varie

ty

of d

iffer

ent m

edia

The

teac

her w

ill d

ivid

e th

e cl

ass i

nto

grou

ps o

f fou

r stu

dent

s. Ea

ch g

roup

repr

esen

ts th

e st

aff o

f a d

iffer

ent n

ewsp

aper

. Stu

dent

s are

info

rmed

that

thei

r new

spap

er

is op

erat

ing

in D

ublin

dur

ing

East

er W

eek

and

repo

rtin

g on

the

scen

es a

roun

d Vo

lunt

eer H

eadq

uart

ers i

n th

e G

ener

al P

ost O

ffice

.Re

min

d stu

dent

s tha

t the

y ar

e exp

ecte

d to

be o

bjec

tive i

n th

eir r

epor

ting

and

shou

ld p

rese

nt a

s muc

h fa

ctua

l inf

orm

atio

n as

pos

sible

base

d on

the e

vide

nce f

rom

thei

r re

sear

ch, t

he m

aps a

nd fr

om th

eir w

ider

read

ing.

The

grou

ps a

re g

iven

five

min

utes

to d

ecid

e on

the

nam

e of

thei

r new

spap

er. Th

ey sh

ould

also

read

the

list o

f res

pons

ibili

ties a

ssoc

iate

d w

ith th

e ro

le o

f Edi

tor,

Jour

nalis

t and

Des

ign

Edito

r in

the

Stud

ent W

orks

heet

and

com

plet

e th

e N

ewsp

aper

Sta

ffing

She

et o

n th

e sa

me

page

, bef

ore

retu

rnin

g it

to th

e te

ache

r.

Onc

e th

e ro

les h

ave

been

ass

igne

d an

d th

e ne

wsp

aper

nam

ed, t

he te

ache

r sho

uld

dist

ribut

e th

e m

ater

ials

liste

d be

low

to e

ach

grou

p. Id

eally

, the

map

s sho

uld

be

mad

e ava

ilabl

e to

stud

ents

as p

df fi

les s

o th

at th

ey ca

n co

nsul

t the

m in

divi

dual

ly a

s nec

essa

ry an

d m

agni

fy an

y ar

eas t

hat t

hey

wou

ld li

ke to

stud

y in

mor

e det

ail.

If th

is is

not p

ossib

le, t

he te

ache

r can

loca

te th

e re

leva

nt m

aps i

n th

e D

ocum

ent P

ack

and

phot

ocop

y as

nec

essa

ry.

All

grou

ps sh

ould

rece

ive:

• Th

e O

vera

ll G

arris

on M

ap: f

or a

n ov

ervi

ew o

f the

gar

rison

s and

an

unde

rsta

ndin

g of

whe

re th

eir a

rea

of in

tere

st is

in re

latio

n to

the

othe

r gar

rison

s•

The

Inve

rted

Tria

ngle

: thi

s gra

phic

giv

es th

e ba

sic st

ruct

ure

of a

new

spap

er a

rtic

le•

The

Map

of t

he G

PO a

nd S

ackv

ille

Stre

et A

rea

• Li

st o

f lin

ks to

add

ition

al re

sear

ch m

ater

ial

• N

ewsp

aper

Fro

nt P

age

Tem

plat

e (h

ard

copy

or

digi

tal f

orm

at)

Goo

gle

Doc

s pr

ovid

es a

sel

ectio

n of

onl

ine

tem

plat

es fo

r st

uden

t new

spap

ers

Step

1:

Step

2:

Step

3:

Opt

ions

and

Alte

rnat

ives

Less

ons 3

& 4

: The

Cou

rse

of th

e 19

16 R

isin

g

Sum

mar

y: In

thes

e les

sons

, stu

dent

s are

intr

oduc

ed to

bot

h th

e hist

ory

and

the g

eogr

aphy

of

the

1916

Risi

ng in

Dub

lin. Th

ey w

ill le

arn

to id

entif

y th

e di

ffere

nt V

olun

teer

gar

rison

s in

191

6 an

d th

e le

ader

s of e

ach

garr

ison.

They

will

stud

y m

aps d

epic

ting

the

mai

n ev

ents

at

one

gar

rison

are

a an

d w

rite

fact

ual n

ewsp

aper

art

icle

s bas

ed o

n th

e ev

iden

ce e

xtra

cted

. O

nce

agai

n, th

ere

are

stro

ng cr

oss-

curr

icul

ar li

nks w

ith E

nglis

h.

This

less

on a

ims t

o en

gage

stud

ents

prim

arily

thou

gh th

e ca

rtog

raph

ic d

epic

tion

of so

me

of th

e mai

n ev

ents

of E

aste

r Wee

k. Th

roug

h co

llabo

rativ

e gro

up w

ork,

stud

ents

will

enga

ge

in re

sear

ch a

nd c

onfid

ently

com

mun

icat

e th

e re

sults

of t

heir

rese

arch

in o

ral,

visu

al a

nd

The

teac

her m

ay d

ecid

e to

com

plet

e th

e ne

wsp

aper

task

in cl

ass u

sing

a pr

inte

d ne

wsp

aper

tem

plat

e, or

onl

ine

usin

g a

Goo

gle

Doc

tem

-pl

ate.

The

leve

l of d

etai

l exp

ecte

d of

stud

ents

will

dep

end

on th

e tim

e al

lotte

d to

the

task

and

the

reso

urce

s ava

ilabl

e fo

r fur

ther

rese

arch

.

You

mig

ht d

ecid

e to

allo

cate

diff

eren

t gar

rison

s to

each

new

spap

er te

am, e

.g. O

ne n

ewsp

aper

team

loca

ted

near

a) Th

e Fo

ur C

ourt

s Are

a b)

The

Sout

h D

ublin

Uni

on c)

Mou

nt S

tree

t Brid

ge d

) O’C

onne

ll St

reet

.In

this

case

, stu

dent

s mig

ht m

ake

use

of G

oogl

e M

aps v

irtua

l tou

r of t

he 1

916

Risin

g to

con

duct

thei

r ind

ivid

ual r

esea

rch

http

s://d

ublin

-ris

ing.

with

goog

le.co

m/w

elco

me/

They

mig

ht a

lso c

onsu

lt th

e RT

E sit

e, w

hich

feat

ures

inte

ract

ive

map

s, im

ages

and

inte

rvie

ws w

ith v

eter

an su

rviv

ors o

f the

191

6 Ri

sing.

ht

tp://

1916

.rte.i

e/

In o

rder

to e

xam

ine

the

hum

an p

ersp

ectiv

e an

d to

find

rel

evan

t quo

tatio

ns fo

r in

clus

ion

in th

eir

artic

les,

the

teac

her

mig

ht d

irect

the

stud

ents

to r

elev

ant w

itnes

s st

atem

ents

ava

ilabl

e on

line

from

the

Bure

au o

f Mili

tary

Hist

ory

and/

or n

ews

artic

les

from

191

6 fo

r us

e as

ex

ampl

es at

http

s://w

ww.

irish

new

sarc

hive

.com

or t

he R

evol

utio

n Pa

pers

at h

ttps:/

/ww

w.re

volu

tionp

aper

s.com

/

NO

TE: J

ourn

alist

s sho

uld

cons

ult t

he in

vert

ed tr

iang

le in

the s

tude

nt w

orkb

ook

befo

re p

lann

ing t

he st

ruct

ure o

f the

ir ar

ticles

.

Part

4: R

evie

w/

Plen

ary:

O

nce

the

new

spap

er fr

ont

page

s are

com

plet

e th

e te

ams w

ill p

rese

nt th

eir

wor

k to

the

rest

of t

he cl

ass.

The

pres

enta

tion

may

be

a Po

wer

poin

t, in

har

dcop

y or

in

dig

ital f

orm

at.

Each

mem

ber o

f the

team

sh

ould

exp

lain

his

or h

er

inpu

t int

o th

e cr

eatio

n of

the

new

spap

er, t

he m

ain

poin

ts

in th

e ar

ticle

s and

any

thin

g th

at su

rpris

ed th

em d

urin

g th

eir r

esea

rch.

Onc

e th

e pr

esen

tatio

n/

read

ing

is co

mpl

ete

the

othe

r cl

ass m

embe

rs sh

ould

use

w

hat t

hey

have

hea

rd a

nd

thei

r ow

n kn

owle

dge

of

even

ts to

ask

rele

vant

que

s-tio

ns o

f the

act

ors/

diar

ists.

Lear

ning

out

com

es

By th

e en

d of

this

less

on st

uden

ts

shou

ld h

ave

...

Part

1:

Ove

rvie

w/s

tart

erPa

rt 2

: Stu

dent

Led

Lea

rnin

g

Requ

ired

Mat

eria

l fo

r Le

sson

2: A

tlas o

f the

Irish

Rev

olut

ion

Stud

ent W

orks

heet

s, U

nit 5

; In

terv

iew

with

Crio

stor

Mac

Car

thai

gh, A

ctin

g D

irect

or o

f the

Nat

iona

l Fol

klor

e C

olle

ctio

n at

UC

D p

oste

d

on th

e C

entu

ry Ir

elan

d w

ebsit

e. It

incl

udes

orig

inal

eye

witn

ess a

ccou

nts o

f the

afte

rmat

h of

the

risin

g. h

ttp://

ww

w.rt

e.ie/

cent

uryi

rela

nd; C

ompu

ter L

ab; D

igiti

sed

vers

ion

of th

e Sin

n Fé

in R

ebell

ion

Han

dboo

k, E

aste

r 191

6 ht

tps:/

/arc

hive

.or

g/de

tails

/sin

nfei

nreb

ellio

00du

bl/p

age/

n8 ;

Link

s wit

h ot

her

subj

ects

:

Key

Que

stio

n: W

hat w

ere d

iffer

ent r

eact

ions

to

the 1

916

Risin

g and

why

did

th

ey ch

ange

?

The

teac

her

begi

ns b

y di

spla

ying

the

pho-

togr

aph

of th

e ru

ins o

f Abb

ey S

tree

t, Sa

ck-

ville

(O’C

onne

ll) St

reet

and

the G

PO in

the

after

mat

h of

the

Risin

g. (D

ocum

ent P

ack)

The

stud

ents

are

giv

en t

hree

min

utes

to

com

plet

e th

e fir

st tw

o pa

ges i

n th

e St

uden

t W

orks

heet

, whi

ch se

ek a

simpl

e ana

lysis

of

the

phot

ogra

ph a

nd a

n as

sess

men

t of

its

re

liabi

lity

as a

sour

ce.

The

teac

her

shou

ld fi

eld

the

answ

ers

to

thes

e que

stio

ns, u

sing

the t

ime t

o po

int o

ut

the r

easo

ns w

hy m

any

peop

le w

ere i

nitia

lly

disg

uste

d an

d ou

trag

ed a

t the

des

truc

tion

and

deat

h ca

used

by

the

1916

Risi

ng.

For

the

last

que

stio

n on

the

rel

iabi

lity

of

the

phot

ogra

ph, t

he te

ache

r sh

ould

intr

o-du

ce th

e co

ncep

t of d

iffer

ent p

ersp

ectiv

es

on th

e sa

me

scen

e. To

rein

forc

e th

e po

int,

the

teac

her

coul

d pl

ay t

he in

terv

iew

with

C

riost

or M

acC

arth

aigh

abo

ut t

he e

yew

it-ne

ss a

ccou

nts o

f 191

6

Onc

e th

e st

uden

ts h

ave

been

gui

ded

in

iden

tifyi

ng th

e diff

eren

t per

spec

tives

in th

e ey

ewitn

ess a

ccou

nts,

they

shou

ld co

mpl

ete

the

com

plem

enta

ry a

ctiv

ity i

n pa

ge 2

of

the

wor

kshe

et.

Engl

ish a

nd A

rt

o o o o o o

a be

tter u

nder

stan

ding

of t

he

conc

epts

of b

ias,

pers

pect

ive

and

cons

eque

nces

unde

rsto

od th

e in

itial

reac

-tio

ns to

the

1916

Risi

ng

expl

aine

d w

hy at

titud

es to

the

lead

ers o

f the

Risi

ng ch

ange

d

inte

rrog

ated

a m

ap to

ext

ract

hi

stor

ical

info

rmat

ion

eval

uate

d so

urce

s rel

ated

to

the

East

er R

ising

and

dra

wn

conc

lusio

ns th

roug

h co

mpa

r-iso

n

clea

rly a

nd co

nfide

ntia

lly

com

mun

icat

ed th

eir u

nder

-st

andi

ng o

f the

conc

epts

and

ev

ents

Each

stud

ent i

s ass

igne

d a

num

ber b

etw

een

1 an

d 6.

Ask

the s

tude

nts t

o im

agin

e tha

t the

imag

e was

prin

ted

in a

new

spap

er o

n Su

nday

30

April

191

6. B

ased

on

thei

r ass

igne

d nu

mbe

r the

y sh

ould

exa

min

e th

e im

age

agai

n fr

om th

e po

int o

f vie

w o

f a p

artic

ular

pe

rson

in D

ublin

in 1

916.

1.

A re

siden

t of t

he S

ackv

ille S

treet

are

a in

191

62.

Th

e nei

ghbo

ur o

f a y

oung

child

kill

ed d

urin

g the

191

6 Ri

sing

3.

A m

embe

r of t

he G

PO ga

rriso

n un

der P

atric

k Pe

arse

dur

ing E

aste

r Wee

k4.

A

sold

ier i

n th

e Brit

ish A

rmy

who

was

on

duty

in S

ackv

ille S

treet

on

Frid

ay 2

8 Ap

ril 1

916

5.

The w

ife o

f an

Irish

man

serv

ing w

ith th

e Brit

ish a

rmy

in F

ranc

e in

1916

6.

An u

nem

ploy

ed la

bour

er fr

om a

tene

men

t bui

ldin

g in

the S

ackv

ille s

treet

are

a w

ho en

gage

d in

loot

ing d

urin

g Eas

ter W

eek

In th

e sp

ace

prov

ided

they

sho

uld

take

thre

e m

inut

es w

rite

the

five

wor

ds th

at b

est d

escr

ibe

how

the

phot

ogra

ph m

ight

mak

e th

at

pers

on fe

el.

Onc

e th

e st

uden

ts h

ave

writ

ten

five

wor

ds, t

hey

shou

ld fi

nd th

ree

othe

r stu

dent

s with

the

sam

e nu

mbe

r/pe

rspe

ctiv

e. U

sing

the

plac

e-m

at te

mpl

ate i

n th

e stu

dent

wor

kshe

et ea

ch g

roup

of f

our s

houl

d co

mpa

re th

eir w

ords

and

com

pile

the g

roup

’s fin

al li

st o

f sev

en w

ords

.

Each

gro

up w

ill a

ppoi

nt a

spok

espe

rson

to fe

edba

ck th

eir s

even

wor

ds to

the

clas

s. Th

e te

ache

r sho

uld

use

the

foru

m to

rein

forc

e th

e co

ncep

ts o

f bia

s and

per

spec

tive/

poi

nt o

f vie

w.

If cl

ass t

ime p

erm

its (o

r as h

omew

ork)

, tea

cher

s mig

ht as

k th

e stu

dent

s to

choo

se fr

om o

ne o

f the

follo

win

g ta

sks t

o re

info

rce l

earn

ing.

Opt

ion

1: B

ased

on

the w

ords

chos

en b

y yo

ur g

roup

and

from

list

enin

g to

the f

eedb

ack

from

the o

ther

gro

ups,

writ

e a sh

ort d

ram

atic

sc

ene

in w

hich

you

r cho

sen

char

acte

r is d

iscus

sing

his/

her r

eact

ions

to th

e Ri

sing

with

ano

ther

char

acte

r of y

our c

hoic

e.St

uden

ts co

uld

deci

de to

writ

e th

e dr

amat

ic sc

ene

as a

gro

up a

nd p

erfo

rm it

for t

he cl

ass o

r film

it a

s a sh

ort fi

lm sc

ene.

Alte

rnat

ivel

y, st

uden

ts m

ight

writ

e it

indi

vidu

ally

as h

omew

ork.

Opt

ion

2: B

ased

on

the

wor

ds c

hose

n by

you

r gro

up a

nd fr

om li

sten

ing

to th

e fe

edba

ck fr

om th

e ot

her g

roup

s writ

e th

e sh

ort d

iary

en

try

your

char

acte

r mig

ht h

ave

writ

ten

on S

unda

y 30

th A

pril

1916

in th

e im

med

iate

afte

rmat

h of

the

1916

Risi

ng.

Step

1:

Step

2:

Step

3:

Step

4:

Step

5:

Step

6:

Less

on 5

: Diff

eren

t per

spec

tives

on

the

1916

Ris

ing

Sum

mar

y: In

less

ons 5

& 6

, stu

dent

s will

enc

ount

er a

prim

ary

sour

ce re

latin

g to

the

imm

edia

te a

fterm

ath

of th

e 19

16 R

ising

. They

will

be

aske

d to

ana

lyse

the

relia

bilit

y of

ey

ewitn

ess a

ccou

nts a

nd p

hoto

grap

hs a

s hist

oric

al so

urce

s. H

avin

g en

coun

tere

d a

serie

s of d

iffer

ent p

ersp

ectiv

es o

n th

e Ri

sing,

they

will

be

aske

d to

re- e

xam

ine

the

sour

ce

from

a p

artic

ular

poi

nt o

f vie

w. Th

is pr

oces

s sho

uld

rein

forc

e th

e co

ncep

ts o

f bia

s, pe

rspe

ctiv

e an

d co

nseq

uenc

e. Th

ere

is a

dist

inct

cro

ss-c

urric

ular

link

with

Eng

lish

in p

art

two

of th

e st

uden

t tas

k.

In th

e se

cond

less

on th

ey w

ill b

e as

ked

to e

xam

ine

a m

ap a

nd tw

o do

cum

ents

rela

ting

to th

e aft

erm

ath

of th

e Ri

sing.

Aga

in, t

hey

will

be

aske

d to

use

thes

e so

urce

s to

exam

ine

the

reas

ons f

or th

e di

ffere

nt re

actio

ns to

the

Risin

g an

d as

sess

the

reas

ons w

hy re

actio

ns to

the

Risin

g ch

ange

d.

Part

3: R

evie

w/

Plen

ary:

As a

conc

lusio

n to

the

less

on

the

teac

her s

houl

d re

info

rce

the

mai

n re

ason

sfo

r the

chan

ge in

pub

lic

opin

ion

abou

t the

Risi

ng b

y in

form

al q

uest

ioni

ng.

The

essa

y te

mpl

ate

or cr

oss-

wor

d ex

erci

se in

the

Stud

ent

Wor

kshe

et m

ay b

e us

ed in

cl

ass o

r as h

omew

ork

to

rein

forc

e le

arni

ng a

bout

the

1916

Risi

ng.

The

cros

swor

d w

as cr

eate

d at

ht

tp://

ww

w.ar

mor

edpe

ngui

n.co

m/c

ross

wor

d/

Lear

ning

out

com

es

By th

e en

d of

this

less

on

stud

ents

shou

ld h

ave

...

Part

1:

Ove

rvie

w/s

tart

erPa

rt 2

: Stu

dent

Led

Lea

rnin

g

Requ

ired

Mat

eria

l fo

r Le

sson

2: A

tlas o

f the

Irish

Rev

olut

ion

Stud

ent W

orks

heet

s, C

ompu

ter L

ab; t

he S

inn

Féin

Reb

ellio

n H

andb

ook,

Eas

ter 1

916

http

s://a

rchi

ve.o

rg/d

etai

ls/sin

nfei

nreb

ellio

00du

bl/p

age/

n8 ;

Link

s wit

h ot

her

subj

ects

:

Key

Que

stio

n: W

hat w

ere d

iffer

ent r

eact

ions

to

the 1

916

Risin

g and

why

did

th

ey ch

ange

?

The

teac

her

play

s th

e sh

ort

six m

inut

e do

cu-

men

tary

: The

Stor

y of

Irel

and

– ep

isode

5 ‘A

ge

of N

atio

ns’ (

BBC

): Th

e vi

deo

pres

ents

an

over

-vi

ew o

f the

imm

edia

te a

fterm

ath

of th

e Ri

sing

and

the

chan

ge in

pub

lic o

pini

on a

fter t

he e

xe-

cutio

n of

the

rebe

l lea

ders

.

Pose

the

que

stio

n: A

ccor

ding

to

the

narr

ator

, Fe

rgal

Kea

ne,

the

Briti

sh m

ade

a ‘g

rave

mis

-ca

lcul

atio

n’. W

hat d

o yo

u th

ink

he m

ight

hav

e m

eant

by

this?

The

teac

her

adds

mor

e de

tail

to t

he r

easo

ns

why

the

tide

of p

ublic

opi

nion

. (S)

he m

ight

tell

the s

tory

of J

osep

h Pl

unke

tt’s m

arria

ge to

Gra

ce

Giff

ord

on t

he n

ight

bef

ore

his

exec

utio

n, o

r ho

w M

icha

el M

allin

left

behi

nd fo

ur c

hild

ren

and

a w

ife w

ho w

as p

regn

ant w

ith t

heir

fifth.

M

entio

n ho

w M

arga

ret P

ears

e ha

d to

con

tend

w

ith th

e lo

ss o

f tw

o so

ns, o

ne o

f who

m, W

illie

Pe

arse

, had

littl

e mor

e tha

n a s

uppo

rtin

g ro

le in

th

e Re

belli

on. (

S)he

mig

ht p

oint

to N

ed D

aly

and

Con

Col

bert

’s yo

uth,

or t

o ho

w th

e wou

nd-

ed Ja

mes

Con

nolly

was

exe

cute

d w

hile

tied

to

a ch

air,

or to

Tom

Cla

rke

who

se w

ife K

athl

een

suffe

red

a m

iscar

riage

soo

n aft

er h

er la

st v

isit

to h

er h

usba

nd in

Kilm

ainh

am Ja

il. Th

e st

orie

s of

the

exe

cute

d le

ader

s –

publ

icise

d by

Sin

n Fe

in –

gar

nere

d a

sym

path

etic

res

pons

e fr

om

the

publ

ic. Th

is, c

ombi

ned

with

the

perc

eive

d br

utal

ity o

f the

Brit

ish g

over

nmen

t’s r

espo

nse

to t

he R

ising

, the

con

tinua

tion

of m

artia

l law

an

d th

e arr

ests

and

depo

rtat

ion

of th

ousa

nds o

f pr

isone

rs se

rved

to sh

ift p

ublic

opi

nion

in fa

vour

of

the V

olun

teer

s.

Engl

ish a

nd A

rt

o o o o o o

a be

tter u

nder

stan

ding

of

the

conc

epts

of

bias

, per

spec

tive

and

cons

eque

nces

unde

rsto

od th

e in

itial

re

actio

ns to

the

1916

Ri

sing

expl

aine

d w

hy at

titud

es to

th

e le

ader

s of t

he R

ising

ch

ange

d

inte

rrog

ated

a m

ap

to e

xtra

ct h

istor

ical

in

form

atio

n

eval

uate

d so

urce

s rel

ated

to

the

East

er R

ising

an

d dr

awn

conc

lusio

ns

thro

ugh

com

paris

on

clea

rly a

nd co

nfide

ntia

lly

com

mun

icat

ed th

eir

unde

rsta

ndin

g of

the

conc

epts

and

eve

nts

Dire

ct s

tude

nts

to th

e fir

st e

xerc

ise in

the

Stud

ent W

orks

heet

. The

docu

men

t for

ana

lysis

is a

lette

r w

ritte

n by

Eam

onn

Cea

nnt t

o hi

s wife

Ain

e sh

ortly

bef

ore

his e

xecu

tion

on 8

May

191

6.

Stud

ents

indi

vidu

ally

com

plet

e que

stio

ns 1

-8 o

n th

e prim

ary

sour

ce a

naly

sis sh

eet,

and

then

com

pare

th

eir a

nsw

ers w

ith a

seco

nd st

uden

t. A

fter fi

ve m

inut

es, t

he te

ache

r will

ask

stud

ents

to fe

ed b

ack

the

com

preh

ensio

n an

swer

s 1-

8 to

the

clas

s. Q

uest

ion

9: ‘P

oint

for

Disc

ussio

n’ c

ould

be

open

ed to

the

clas

s, di

scus

sed

in g

roup

s of f

our,

or co

mpl

eted

for h

omew

ork

Dire

ct st

uden

ts to

the

seco

nd e

xerc

ise o

n th

e St

uden

t Wor

kshe

et. Th

e do

cum

ent f

or a

naly

sis is

a m

ap

show

ing

the a

ddre

sses

of t

he 2

,486

per

sons

list

ed as

det

aine

d an

d de

port

ed d

urin

g M

ay an

d Ju

ne 1

916.

St

uden

ts in

divi

dual

ly co

mpl

ete q

uest

ions

1-4

on

the p

rimar

y so

urce

ana

lysis

shee

t, an

d th

en co

mpa

re

thei

r ans

wer

s with

a se

cond

stud

ent b

efor

e fe

edin

g ba

ck to

the

clas

s.

The

teac

her

may

cho

ose

to d

evot

e as

muc

h or

as

little

tim

e as

requ

ired

to th

e la

st g

roup

task

whe

re

stud

ents

are

ask

ed to

take

on

the r

oles

of r

esea

rche

rs a

nd h

istor

ians

. The

obje

ctiv

e of

the

exer

cise

is to

en

gage

the s

tude

nts i

n th

e pro

cess

of r

esea

rchi

ng a

prim

ary

sour

ce. Th

ey ar

e also

gui

ded

in th

e pro

cess

of

usin

g ev

iden

ce to

repr

esen

t hist

oric

al d

ata

as a

map

. Las

tly, t

he p

roce

ss se

rves

to h

uman

ise th

e st

a-tis

tics o

f hist

ory

and

brin

g hi

stor

y to

life

for t

he cl

ass.

Div

ide

the

clas

s int

o gr

oups

of t

hree

stud

ents

. Eac

h gr

oup

is as

signe

d on

e co

unty

from

the

follo

win

g lis

t: W

exfo

rd, K

ildar

e, G

alw

ay,

Tyro

ne, M

ayo,

Cor

k, K

erry

, Bel

fast

, Dub

lin, T

ippe

rary

.

The g

roup

s are

pro

vide

d w

ith th

e lin

k to

a di

gitis

ed v

ersio

n of

the S

inn

Féin

Reb

ellio

n H

andb

ook,

Eas

ter 1

916

- the

prim

ary

sour

ce o

n w

hich

the

map

(Doc

umen

t 2) w

as b

ased

. The

Stud

ent W

orks

heet

dire

cts t

he st

uden

ts to

p. 6

9 of

the

Rebe

llion

Han

dboo

k an

d th

e lis

t of

pris

oner

s dep

orte

d aft

er th

e Ri

sing.

In m

any

case

s the

pro

fess

ion

of th

e pr

isone

r is l

isted

as w

ell a

s the

ir na

me

and

addr

ess.

Befo

re

the

stud

ents

beg

in r

esea

rchi

ng, t

he te

ache

r sh

ould

take

the

oppo

rtun

ity to

pro

vide

con

text

for

the

sour

ce, a

nd o

utlin

e so

me

of th

e ch

alle

nges

face

d w

hen

usin

g a

prim

ary

sour

ce su

ch a

s thi

s one

.

Each

gro

up sh

ould

sear

ch fo

r the

nam

es o

f eig

ht p

rison

ers f

rom

thei

r ass

igne

d co

unty

who

wer

e de

port

ed b

etw

een

8th

and

20th

May

19

16. I

n th

e te

mpl

ate

prov

ided

in th

e w

orks

heet

, stu

dent

s are

ask

ed to

not

e th

eir n

ames

, hom

e ad

dres

s, da

te o

f dep

orta

tion,

des

tina-

tion

priso

n an

d oc

cupa

tion

whe

re li

sted

. Onc

e th

e te

mpl

ate

is co

mpl

ete,

stud

ents

plo

t the

des

tinat

ions

on

the

map

of B

ritai

n on

the

next

pag

e an

d in

the

box

prov

ided

, dra

w a

n ou

tline

map

of t

heir

assig

ned

coun

ty a

nd p

lot t

he n

ames

and

add

ress

es o

f the

ir ch

osen

pe

ople

. The

occu

patio

ns, w

here

list

ed, s

houl

d be

repr

esen

ted

by a

sym

bol.

The

teac

her m

ay a

sk th

e st

uden

ts to

pre

sent

thei

r find

ings

to th

e cl

ass o

r am

alga

mat

e th

em in

to a

clas

s disp

lay.

Tack

1

Task

2

Task

3

Less

on 6

: Cha

ngin

g O

pini

ons

Sum

mar

y: In

less

ons 5

and

6, s

tude

nts w

ill e

ncou

nter

a p

rimar

y so

urce

rela

ting

to th

e im

med

iate

afte

rmat

h of

the

1916

Risi

ng. Th

ey w

ill b

e as

ked

to a

naly

se th

e re

liabi

lity

of

eyew

itnes

s acc

ount

s and

pho

togr

aphs

as h

istor

ical

sour

ces.

Hav

ing

enco

unte

red

a se

ries o

f diff

eren

t per

spec

tives

on

the

Risin

g, th

ey w

ill b

e as

ked

to re

- exa

min

e th

e so

urce

fr

om a

par

ticul

ar p

oint

of v

iew.

This

proc

ess s

houl

d re

info

rce

the

conc

epts

of b

ias,

pers

pect

ive

and

cons

eque

nce.

Ther

e is

a di

stin

ct c

ross

-cur

ricul

ar li

nk w

ith E

nglis

h in

par

t tw

o of

the

stud

ent t

ask.

In

the

seco

nd le

sson

they

will

be

aske

d to

exa

min

e a

map

and

two

docu

men

ts re

latin

g to

the

after

mat

h of

the

Risin

g. A

gain

, the

y w

ill b

e as

ked

to u

se th

ese

sour

ces t

o ex

amin

e th

e re

ason

s for

the

diffe

rent

reac

tions

to th

e Ri

sing

and

asse

ss th

e re

ason

s why

reac

tions

to th

e Ri

sing

chan

ged.

Part

3: R

evie

w/

Plen

ary:

1916 Rising Crossword Solution

11

3

5

2

4

6

7

9

1

8

10

12

14

19

16 17

20

24

22

21

23

25

26

28

29 30

32

31

27

18

13

15

Jo

o

sephP

Liff

y

lu

Lib

ral

nkett

Coun

ermand

d

ng

C

mannn

n

b

A

H o m

KB

M

l o o d

d

s a

a

c r f i c e

e

il

l

mm

ainhao

uA d

P r o c l a m a t

J

T

aacoH w t hbs

m e s C o oo

l ln n

W

M

o o dv

to

e n b g er i

h e f o u r u r sc

F

ong

ch

r

o n

ncil

i

A t h u g r

r

r

r

i

p i

f tfr r i

V l u n t e e ro s

S c k v i l l e t tr e es

itaryC

E

s

d

o r e S t tr e e

I t e r n m e n t

R p u b l i c a n s

wat l s

a

rdC

Ten

n

em

icz

Mar

v

kie

is

s

S

N

t

a

on

JohnRedm

nd A

si aB

e r u e

pril

Across:

This word means to see something from only one point of viewO’Connell Street was known by this name in 1916The GPO garrison evacuated to this street after their headquarters was shelled on Friday of Easter WeekThis word mean to be imprisoned without trial The group formed by Eoin MacNeill in November 1913 to protect the implementation of Home Rule in Ireland The people in Ireland who wanted total independence from Britain This man founded Sinn FeinJohn Redmond’s speech at this place in County Wicklow in September 1914, split the organisation A book of maps or chartsThe surname of the captain of the German ship carrying weapons for the Rising The idea that Irish people would be inspired to fight for Ireland by the blood spilled during the 1916 RisingThis man was the leader of the Irish Citizen ArmyThe Irish Volunteers smuggled arms and ammunition into this habour in 1914 This German ship was scuttled in Cork Harbour in 1916The idea that Ireland would have her own parliament in Dublin but still remain part of the British EmpirePatrick Pearse read out this important document outside the GPO on Easter Monday, 1916

6910

121314181920

2125

26

2829

3031

32

1

2

34

57

8111516

17

22

2324

27

28

Down:

Many people in Dublin lived in this type of overcrowded building in the early 20th centuryThe British gunboat, the Helga, sailed up this river on Wednesday 26 April 1916Eoin MacNeill tried to stop the Rising by issuing this document The people who wanted Ireland to be an independent nation with her own parliament One of the two main political parties in Britain in the early 20th centuryThis countess served as second-in-command to Michael Mallin in St Stephen’s Green The Leader of the Irish Parliamentary party at Westminster This leader of the Rising was married just hours before his executionThe women’s auxiliary organisation formed in April 1914The House of Lords lost this power when the Parliament Act was passed in 1911This unionist politician organised the signing of the Solemn League and Covenant in 1912This small group of seven men was created by the Supreme Council of the IRB to plan the 1916 Rising The executions of the leaders of the Rising took place in his prison The prison camp in North Wales to which many Irish prisoners were deported after the RisingThe Third Home Rule Bill was passed in the House of Commons in this month in 1912Thomas MacDonagh commanded the 2nd Battalion at this factory during the Rising