Understanding 1917 & Beyond
Lesson 2 - The Anglo-Irish Treaty
The Anglo-Irish Treaty was signed on 6th December 1921 by representatives of the British Government and the Irish Republic and officially brought the War of Independence to an end. Despite being signed, the Treaty had to be approved in Dáil Éireann. Although the Treaty was narrowly approved, the split in the Dáil led to the Irish Civil War, fought between Pro and Anti-Treaty forces. Within the conditions of the Treaty, Northern Ireland – created a year earlier by the Government of Ireland Act – had the option of withdrawing from the Irish Free state and remaining under British control, leading to the partition of the island of Ireland.
Resources with links to Statutory Requirements
Intentions
Intentions
- Review the resources and links to find out why the Anglo Irish Treaty was signed and what the repercussions were to be for Ireland.
- Investigate the personalities involved in the signing of the Treaty and be able to identify and explain their intentions.
- Using the information from the links as an example, prepare and complete a creative response to demonstrate knowledge and understanding of the topic.
Treaty I
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)
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)
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)
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.
History Today
Tags: Article, Source Material
Partition
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)
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)
Learning For Life and Work: Local and Global Citizenship
Diversity and Inclusion
Investigate factors that influence individual and group identity.
New World Encyclopedia
Tags: Info, Images
Irish Civil War
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)
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)
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.
The Irish Story
Tags: Info, Article
Today in History
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 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)
(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)
(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.
Investigate ways of managing conflict and promoting community relations, reconciliation.
Democracy and Active Participation
Investigate the basic characteristics of democracy.
Treaty II
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 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.
Democracy and Active Participation
Investigate the basic characteristics of democracy.
CAIN Conflict and Politics in Northern Ireland
Tags: Info, Source Material
Exhibition
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 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 ways of managing conflict and promoting community relations, reconciliation.
Democracy and Active Participation
Investigate the basic characteristics of democracy.
The National Archives of Ireland
Tags: Info, Images, Video, Profiles, Source Material
Negotiations
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 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)
Learning For Life and Work: Local and Global Citizenship
Diversity and Inclusion
Investigate factors that influence individual and group identity.
Investigate ways of managing conflict and promoting community relations, reconciliation.
Democracy and Active Participation
Investigate the basic characteristics of democracy.
Professional Development Service for Teachers
Tags: Info, Source Material, Timeline, Profiles, Teaching Resource
Ireland at 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:
- make links between cause and effect;
- justify methods, opinions and conclusions; and
- use different types of questions.
Being Creative
Pupils have the opportunity to:
- experiment with ideas and questions;
- challenge the routine method; and
- take risks for learning.
Working with Others
Pupils have the opportunity to:
- listen actively and share opinions;
- 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;
- focus, sustain attention and persist with tasks; and
- learn ways to manage their own time.
Opportunities to develop
Possible Task
Using video editing software, create a video with images and a voiceover track that explains what the terms of the Treaty were and who some of the main signees were on both sides.
Working in pairs, research and save multiple, relevant images to be used in your movie and script a voiceover that compliments the images and meets the requirements of the task.
Areas of Learning: The Arts (Art and Design), Language and Literacy (English/Irish with Media Education), Environment and Society (History)
