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On arriving at Ballyvara, I found about 400 men and about 100 boys and women assembled in the fields at each side of the road and on the hills adjoining. The former, many of whom I believe were strangers, were armed with spade, pitchforks and bludgeons, and on my approaching them with the police force alone, they flourished their weapons, set up a shout of defiance, and moved somewhat towards us, with a decided appearance of hostile intention. I immediately advanced, and having read the proclamation prescribed by the Riot Act, I rode into the crowd and warned them in the most earnest manner of the fatal consequences/hat must have attended any violence on their part. Some of them received my admonition with respectful attention ... but others of them were so violent in their demeanour that I was obliged to order three of them into custody, and but for the steadiness of the police and the proximity of the military at the moment, there is no room to doubt that a conflict must have ensued ... I did not see any fire-arms with them, but have reason to know that some of them had pistols concealed on their persons, and I believe that many of them had come to the meeting from distant parts of the country.

from an account by an English official (1846)

Subject Objective(s)

• To understand the aims and methods of the key nationalist movements between 1850 and 1890.

• To be able to evaluate significance of these movements.

Subject Objective(s)

• To understand the aims and methods of the key nationalist movements between 1850 and 1890.

• To be able to evaluate significance of these movements.

How did Irish Nationalism manifest itself between

1850 and 1890?

How did Irish Nationalism manifest itself between

1850 and 1890?

Learning Outcomes:• C grade – will be able to support an enquiry with a range of knowledge and contemporary sources.• B grade – will be able to analyse the strength of the argument created and/or the evidence used.• A grade – will be able to reach a substantiated conclusion to your enquiry, focusing on the strength of the evidence presented.

Learning Outcomes:• C grade – will be able to support an enquiry with a range of knowledge and contemporary sources.• B grade – will be able to analyse the strength of the argument created and/or the evidence used.• A grade – will be able to reach a substantiated conclusion to your enquiry, focusing on the strength of the evidence presented.

Group research

You are going to be given an Irish Nationalist group. Over 2 lessons and your homework you are going to research the group and produce:

A timeline of their activities;A summary of their aims:A summary of their methods;A summary of their impact of the relationship between Britain and Ireland;A summary of the level of support they received.

You need to gather:•At least 4 contemporary sources;•The views of a range of historians.

You need to gather:•At least 4 contemporary sources;•The views of a range of historians.

Thinking about Gladstone now in the context of the Irish Nationalist challenges he faced, has you opinion developed?

Thinking about Gladstone now in the context of the Irish Nationalist challenges he faced, has you opinion developed?

Vocab challenge

Connectives

however

Irish Nationalism 1850-1890

Irish Nationalism 1850-1890

You have now received information for the other 2 Irish Nationalist groups.

As a group, you need to decide which group had the biggest impact on the development of Irish civil rights and independence.

Learning Outcomes:Learning Outcomes:

Model!

POINT – Establish an argue formed by one or more historian.EXAMPLE – Use evidence from their arguments to show how they have developed this. EXPLAIN - Can you provide background knowledge/contemporary source evidence to support their argument?ANALYSE – how strong their argument is by critiquing it. How strong is the background evidence which supports their argument? Does other evidence weaken their argument? What is the quality of the contemporary sources? Are there weaknesses in their NOPA? Are their other contemporary sources which undermine what they say?LINK – Summarise what this argument says about the Fenians’ short-term significance and make a final comment about its strength.

Now, what are you to do to a tenant who bids for a farm from which another tenant has been evicted? (Several voices: “Shoot him.”) I think I heard somebody say shoot him (cheers). I wish to point out to you a very much better way - a more Christian and charitable way, which will give the lost man an opportunity of repenting (laughter, and hear, hear). When a man takes a farm from which another has been evicted you must shun him on the roadside when you meet him - you must shun him in the streets of the town - you must shun him in the shop - you must shun him in the fair-green and in the market place, and even in the place of worship, by leaving him alone, by putting him into a moral Coventry, by isolating him from the rest of his country as if he were the leper of old - you must show him your detestation of the crime he has committed. If you do this, you may depend on it there will be no man so full of avarice - so lost to shame - as to dare the public opinion of all the right-thinkingmen in the county and transgress your unwritten code of laws.

from a speech by Parnell in County Clare (1880)

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