Understanding 1917 & Beyond
Lesson 2 - Irish War of Independence
The Irish War of Independence began in January 1919 when, after winning a landslide victory in Ireland during the 1918 December general election, Sinn Féin formed Dáil Éireann and declared independence from Britain. The war was fought between the Irish Republican Army and British security forces in Ireland. The war ended in July 1921 with a stalemate and a truce – amongst other reasons and pressures, both sides felt that the war was proving too costly and could not continue.
Resources with links to Statutory Requirements
Intentions
Intentions
- Review the resources and links in order to understand why the Irish War Of Independence began and how it came to an end.
- Using the information from the links as an example, prepare and complete a creative response to demonstrate knowledge and understanding of the topic
A Brief Overview
Environment and Society: History
(Objective 1) Developing pupils as Individuals
Explore how history has affected their personal identity, culture and lifestyle.
(Personal 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)
Investigate the impact of significant events/ideas of the 20th century on the world.
(Cultural Understanding)
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
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.
The Irish Story
Tags: Info, Research
The Irish Story
Environment and Society: History
(Objective 1) Developing pupils as Individuals
Explore how history has affected their personal identity, culture and lifestyle.
(Personal 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)
Investigate the impact of significant events/ideas of the 20th century on the world.
(Cultural Understanding)
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)
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.
Investigate ways of managing conflict and promoting community relations, reconciliation.
Human Rights and Social Responsibility
Investigate local and global scenarios where human rights have been seriously infringed.
The Irish Story
Tags: Info, Article, Interview, Source Material, Podcasts, Images
Irish Revolution
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)
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)
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)
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.
Historical Association - The War of Independence and the Civil War
Tag: Podcasts
War of Independence
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.
BBC Witness
Tags: Interview, Audio, Source Material
20th century
Environment and Society: History
(Objective 1) Developing pupils as Individuals
Explore how history has affected their personal identity, culture and lifestyle.
(Personal 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)
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
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.
BBC Bitesize
Tag: Info
Witness to War
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.
Google Cultural Institute / National library of Ireland
Tags: Info, Images, Source Material
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;
- select, classify, compare and evaluate information; and
- communicate with a sense of audience and purpose.
Thinking, Problem-Solving and Decision-Making
Pupils have the opportunity to:
- sequence, order, classify, and make comparisons;
- make links between cause and effect; and
- justify methods, opinions and conclusions.
Being Creative
Pupils have the opportunity to:
- seek out questions to explore and problems to solve;
- experiment with ideas and questions;
- 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;
- take personal responsibility for work with others and evaluate their own contribution to the group;
- be fair; and
- respect the views and opinions of others and reach agreements using negotiation and compromise.
Self-Management
Pupils have the opportunity to:
- be aware of their personal strengths, limitations and interests;
- set personal targets and review them;
- organise and plan how to go about a task;
- focus, sustain attention and persist with tasks; and
- learn ways to manage their own time.
Opportunities to develop
Possible Task
Using sound recording/editing software, create a podcast which details why the War Of Independence began and what were the consequences of the war.
Working in pairs, research the events that led up to the War Of Independence, what happened during the war and the consequences of the war. You should also address the long term effect of the war on Ireland/Northern Ireland.
Areas of Learning: The Arts (Drama), Language and Literacy (English/Irish with Media Education), Environment and Society (History), Learning For Life and Work (Local and Global Citizenship)
