Northern Ireland @ 100
Unit 3: 1914-1918
On this page
- The Great War
- The Easter Rising 1916
- The General Election 1918
Unit 3 introduces pupils to how the Great War, the Easter Rising and the General Election of December 1918 affected Ireland. The postponement of the Third Home Rule Act in September 1914, which contained some form of exclusion for Ulster, had left Ireland’s constitutional position in limbo for as long as the war lasted. The Easter Rising of 1916 had serious consequences for both nationalism and unionism, and the war dragged on after it for another two and a half years.
Pupils will discuss and evaluate how the General Election of 1918 (held in Ireland and the rest of the United Kingdom a month after the Armistice of 11 November) altered the balance of power in nationalism and in the House of Commons at Westminster. Next, pupils will explore how the War, the Rising, and the election outcome all had a profound effect on Ulster.
Unit Intentions
Pupils will:
- Discuss the events of 1914-1918 in Ireland, focusing on how they affected the constitutional position of Ireland as it had been left in September 1914.
- Explain how developments during the War transformed nationalism in Ireland, and left Ulster unionists even more determined to remain outside the jurisdiction of any government based in Dublin.
- Demonstrate an understanding of the changes which took place during the period 1914-1918 through the use of digital media.
This animated video introduces pupils in a clear and accessible way to the issues surrounding Home Rule and unionist opposition, the outbreak of war, and the significance of the Easter Rising.
Areas of Learning
Environment and Society
History
Objective 1: Developing pupils as Individuals
Explore how history has affected their personal identity, culture and lifestyle.
(Personal Understanding)
Investigate how history has been selectively interpreted to create stereotypical perceptions and to justify views and actions.
(Mutual 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 critical issues in history or historical figures who have behaved ethically or unethically.
(Ethical Awareness)
Critically investigate and evaluate the power of the media in their representation of a significant historical event or individual.
(Media Awareness)
Learning for Life and Work
Local and Global Citizenship
Diversity and Inclusion
Investigate factors that influence individual and group identity.
Investigate ways in which individuals and groups express their identity.
Investigate how and why conflict, including prejudice, stereotyping, sectarianism and racism, may arise in the community.
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.
(Mutual Understanding)
Demonstrate a willingness to challenge stereotypical, biased or distorted viewpoints with appropriately sensitive, informed and balanced responses.
(Moral Character)
Objective 2: Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Explore how different cultures and beliefs are reflected in a range of communication methods.
(Cultural Understanding)
Irish 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.
(Mutual Understanding)
Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.
(Mutual Understanding)
Demonstrate a willingness to challenge stereotypical, biased or distorted viewpoints with appropriately sensitive, informed and balanced responses.
(Moral Character)
Objective 2: Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Explore how different cultures, beliefs and language communities are reflected in a range of communication methods.
(Cultural Understanding)
The Arts
Art and Design
Objective 2: Developing pupils as Contributors to Society
Explore the diversity of various cultures that are expressed through Art & Design; for example, explore images, symbols and artefacts that express the range of cultural traditions in Northern Ireland.
(Cultural Understanding)
Drama
Objective 1: Developing pupils as Individuals
Explore and respond to the views and feelings of others.
(Mutual Understanding)
Explore issues related to Moral Character: Demonstrate the ability and willingness to challenge stereotypical, biased or distorted viewpoints.
(Moral Character)
Tasks
We have developed some tasks to help pupils progress in a number of desirable skills for both UICT, and Thinking Skills and Personal Capabilities. This unit in particular helps pupils to develop their knowledge, understanding and skills by engaging them in active learning activities and digital tasks.
Using ICT
- Researching
- Desktop Publishing
- Working with Images
Thinking Skills and Personal Capabilities
- Managing Information
- Thinking, Problem-Solving, and Decision-Making
- Being Creative
- Working with Others
- Self-Management