Black and Tans

The Royal Irish Constabulary Special Reserve – or Black and Tans, due to their initially mixed British Army/RIC uniforms – was a temporary auxiliary force recruited to assist the RIC during the War of Independence. Initially, mostly made up of ex-British soldiers, they quickly gained a reputation for their heavy-handed approach in response to the Irish nationalist uprising.

Resources with links to Statutory Requirements

Intentions

Intentions

  • Review the resources and links to explain who the Black and Tans were and what part they played in the War Of Independence.
  • Discuss the perceived consequences of the conduct of the Blank and Tans in Ireland during the War Of Independence.
  • Using the information from the links as an example, prepare and complete a creative response to demonstrate knowledge and understanding of the topic.

War of Independence

Irish War of Independence

BBC Witness

Tags: Interview, Audio, Source Material

Environment and Society: History

(Objective 1) Developing pupils as Individuals

Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.

(Moral Character)

(Objective 2) Developing pupils as Contributors to Society

Investigate the long and short-term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.

(Citizenship)

Investigate the impact of significant events/ideas of the 20th century on the world.

(Cultural Understanding)

Critically investigate and evaluate the power of the media in their representation of a significant historical event or individual.

(Media Awareness)

Investigate critical issues in history or historical figures who have behaved ethically or unethically.

(Ethical Awareness)

Language and Literacy: English With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop the ability to use language (including body language) effectively in communicating with and relating to others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

(Media Awareness)

Language and Literacy: Irish (in Irish Medium Schools) With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

(Media Awareness)

Learning For Life and Work: Local and Global Citizenship

Diversity and Inclusion

Investigate factors that influence individual and group identity.

Investigate how and why conflict, including prejudice, stereotyping, sectarianism and racism may arise in the community.

Black and Tan War

The Black and Tan War

Military History Now

Tags: Info, Images

Environment and Society: History

(Objective 1) Developing pupils as Individuals

Investigate how history has been selectively interpreted to create stereotypical perceptions and to justify views and actions.

(Mutual Understanding)

(Objective 2) Developing pupils as Contributors to Society

Investigate the long and short-term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.

(Citizenship)

Critically investigate and evaluate the power of the media in their representation of a significant historical event or individual.

(Media Awareness)

Investigate critical issues in history or historical figures who have behaved ethically or unethically.

(Ethical Awareness)

Language and Literacy: English With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Develop the ability to use language (including body language) effectively in communicating with and relating to others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Language and Literacy: Irish (in Irish Medium Schools) With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Who were they?

Who were the Black and Tans?

History Ireland

Tags: Info, Article

Environment and Society: History

(Objective 2) Developing pupils as Contributors to Society

Investigate the long and short-term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.

(Citizenship)

Investigate critical issues in history or historical figures who have behaved ethically or unethically.

(Ethical Awareness)

Language and Literacy: English With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Develop the ability to use language (including body language) effectively in communicating with and relating to others.

(Mutual Understanding)

Language and Literacy: Irish (in Irish Medium Schools) With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.

(Mutual Understanding)

William Mitchell

A Black and Tan Executed – The life and death of William Mitchell

The Irish Story

Tag: Info

Environment and Society: History

(Objective 2) Developing pupils as Contributors to Society

Investigate the long and short-term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.

(Citizenship)

Investigate critical issues in history or historical figures who have behaved ethically or unethically.

(Ethical Awareness)

Language and Literacy: English With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Develop the ability to use language (including body language) effectively in communicating with and relating to others.

(Mutual Understanding)

Language and Literacy: Irish (in Irish Medium Schools) With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.

(Mutual Understanding)

Black and Tans

Black and Tans

The Irish War

Tags: Info, Source Material

Environment and Society: History

(Objective 2) Developing pupils as Contributors to Society

Investigate the long and short-term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.

(Citizenship)

Investigate critical issues in history or historical figures who have behaved ethically or unethically.

(Ethical Awareness)

Language and Literacy: English With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Develop the ability to use language (including body language) effectively in communicating with and relating to others.

(Mutual Understanding)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Language and Literacy: Irish (in Irish Medium Schools) With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.

(Mutual Understanding)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Learning For Life and Work: Local and Global Citizenship

Human Rights and Social Responsibility

Investigate local and global scenarios where human rights have been seriously infringed.

Ireland at war

Ireland at war, through the lens of WD Hogan

Google Cultural Institute / National library of Ireland - Witness to War

Tags: Info, Images, Source Material

Environment and Society: History

(Objective 1) Developing pupils as Individuals

Explore how history has affected their personal identity, culture and lifestyle.

(Personal Understanding)

Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.

(Moral Character)

(Objective 2) Developing pupils as Contributors to Society

Investigate the long and short-term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points.

(Citizenship)

Investigate the impact of significant events/ideas of the 20th century on the world.

(Cultural Understanding)

Critically investigate and evaluate the power of the media in their representation of a significant historical event or individual.

(Media Awareness)

Investigate critical issues in history or historical figures who have behaved ethically or unethically.

(Ethical Awareness)

Language and Literacy: English With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop the ability to use language (including body language) effectively in communicating with and relating to others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

(Media Awareness)

Language and Literacy: Irish (in Irish Medium Schools) With Media Education

(Objective 1) Developing pupils as Individuals

Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

(Personal Understanding)

Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.

Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.

(Mutual Understanding)

Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.

(Spiritual Awareness)

(Objective 2) Developing pupils as Contributors to Society

Use literature, drama, poetry or the moving image to explore others’ needs and rights.

(Citizenship)

Explore the power of a range of communication techniques to inform, entertain, influence and persuade.

(Media Awareness)

The Arts: Art and Design

(Objective 1) Developing pupils as Individuals

Investigate and respond to works of art that inspire and relate to their lives and experiences.

(Spiritual Awareness)

Learning For Life and Work: Local and Global Citizenship

Diversity and Inclusion

Investigate factors that influence individual and group identity.

Opportunities for Cross Curricular learning

Using ICT

The resources examine the topic utilizing a number of different media, which serve to engage pupils with the material, challenging them to think more creatively and encourage discussion.

The resources could inspire tasks that would support presenting, researching, desktop publishing, working with moving images, working with images and working with sound.

Communication

The resources provide pupils with the opportunity to develop their talking and listening, reading and writing skills through independent learning and shared experience.

Opportunities for Thinking Skills and Personal Capabilities

Using the content, pupils have the opportunity to investigate meaning, explore ideas and analyse the information they are provided with. Within their individual learning, through group work and by questioning ideas, there is ample scope within the materials to include a focus on TS & PC. For this section, the following strands from the TS & PC framework are the most obvious to consider:

Managing Information

Pupils have the opportunity to:

  • plan and set goals and break a task into sub-tasks;
  • use their own and others’ ideas to locate sources of information; and
  • communicate with a sense of audience and purpose.

Thinking, Problem-Solving and Decision-Making

Pupils have the opportunity to:

  • make links between cause and effect;
  • justify methods, opinions and conclusions;
  • use different types of questions; and
  • make connections between learning in different contexts.

Being Creative

Pupils have the opportunity to:

  • experiment with ideas and questions;
  • make new connections between ideas/information;
  • learn from and value other people’s ideas;
  • challenge the routine method; and
  • take risks for learning.

Working with Others

Pupils have the opportunity to:

  • listen actively and share opinions;
  • give and respond to feedback;
  • take personal responsibility for work with others and evaluate their own contribution to the group;
  • be fair; and
  • suggest ways of improving their approach to working collaboratively.

Self-Management

Pupils have the opportunity to:

  • be aware of their personal strengths, limitations and interests;
  • organise and plan how to go about a task; and
  • focus, sustain attention and persist with tasks.

Opportunities to develop

Possible Task

Using image editing software, edit two existing images with captions that explain who the Black and Tans were and why they were viewed in a controversial light during the War Of Independence.

Working in pairs, research and save two suitable images and script captions to go along with the images. Use image editing software to combine the image and captions to produce a creative response to the topic.

Areas of Learning: The Arts (Art and Design), Language and Literacy (English/Irish with Media Education), Environment and Society (History)

In partnership with The Nerve Centre