Northern Ireland @ 100
Unit 4: Jan 1919-Jun 1921
On this page
- The Government of Ireland Act
- The Creation of Northern Ireland
Unit 4 introduces pupils to how the Government of Ireland Act of 1920 led to the creation of the new state of Northern Ireland in June 1921.
Faced with the need to proceed with some form of Home Rule for Ireland, against the backdrop of the 1918 general election result and War of Independence, the Cabinet committee set up in October 1919 by Prime Minister David Lloyd George suggested a new and novel approach.
There were to be two parliaments:
- one in Belfast for the nine-county province of Ulster; and
- one in Dublin for the other 23 counties.
The plan was that they would be linked by a Council of Ireland, to make it possible for the parliaments and governments to reunite in the future.
Pupils will discuss and evaluate the implications of how unionist influence reduced the northern state to six counties in the Government of Ireland Act of December 1920, and why this upset Ulster nationalists. Finally, they will assess the significance of the election of May 1921, and the establishment of the parliament opened by King George V on 22 June.
Unit Intentions
Pupils will:
- Discuss the political events of the period from January 1919 to June 1921 in Westminster, Ulster and the rest of Ireland, focusing on how they advanced the process leading to the partition of Ulster and Ireland, and the creation of Northern Ireland.
- Explain how the proposed partition of Ulster and Ireland was perceived by nationalists and unionists in Ulster.
- Demonstrate an understanding of the changes which took place during the period from January 1919 to June 1921 through the use of digital media.
This animation from the Nerve Centre will give pupils an overview of the process leading to the formation of Northern Ireland in 1921.
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 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