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CCEA Planning Framework for GCSE History

An Introduction to the Planning Framework for Changing Relations: Northern Ireland and its Neighbours, 1965–98

This planning framework is offered as a starting point for teachers who want to teach Northern Ireland and its Neighbours, 1965–98 in a rigorous, yet engaging way. The framework provides examples of how the content of this option may be approached, alongside some suggested learning and teaching activities. It is hoped that the information and ideas contained in this planning framework will help teachers to design their own scheme of work for this option which is tailored to meet the timetabling needs of your school, reflects the staffing requirements of your department and, most importantly, meets the needs of your students. As part of the planning process, teachers may wish to consider whether a few ‘lead in’ lessons may be necessary to provide some background context depending on the department’s Key Stage 3 History programme. Finally, as this document has been designed as a planning tool, it does not replace the specification or specimen assessment materials. In addition, it is neither prescriptive nor exhaustive.

Unit Overview

Changing Relations: Northern Ireland and its Neighbours, 1965–98 is a local study, providing the opportunity for students to focus on the changing relationships between Northern Ireland, Britain and the Republic of Ireland, and among the different communities in Northern Ireland, against the backdrop of political and civil unrest. The study begins with an exploration of the different groups in Northern Ireland and the increasing discontent with the Northern Ireland government led by Captain Terence O’Neill. This option looks at the rise of the civil rights movement in Northern Ireland and the unrest that followed, including the rise in paramilitary activity and the time period known as the ‘Troubles’. The focus then shifts to the change in the British government’s tactics in Northern Ireland and the search for a political solution, culminating in the signing of the Good Friday Agreement in 1998.

Assessment Overview

The assessment of this local study enables students to demonstrate their knowledge and understanding and their ability to create structured accounts of key events in the period 1965–98 in Northern Ireland, Britain and the Republic of Ireland.

The Assessment Objectives below set out the skills students should have the opportunity to develop through their study of this option and which will be assessed in the examination paper. Students should be able to:

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demonstrate knowledge and understanding of the key features and characteristics of the period studied (AO1);

explain and analyse historical events and periods studied using second-order historical concepts including continuity, change, cause, consequence, significance, similarity and difference (AO2); and

analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied (AO3).

GCSE History and the Northern Ireland Curriculum at Key Stage 4

The CCEA GCSE History Specification aims to build on students’ learning experiences and their historical skills and understanding from Key Stage 3. In addition, through the teaching of CCEA GCSE History, opportunities exist to develop the statutory skills requirements of the Northern Ireland Curriculum at Key Stage 4. These are:

Key Stage 4 Statutory Skills Requirements

Cross-Curricular Skills Signposting in Planning Framework

Communication COMM Using Mathematics UM Using ICT UICT

Thinking Skills and Personal Capabilities Signposting in Planning Framework

Problem Solving PS Working with Others WO Self-Management SM

The suggested teaching and learning activities included in this planning framework provide examples as to how, through the context of history, these statutory skills can be promoted.

Suggested Learning and Teaching Activities

Many, though not all, of the active learning and teaching methodologies suggested in this Planning Framework draw upon those described in the CCEA publication ‘Active Learning and Teaching Methods for Key Stage Three’. This document can be accessed at http://ccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/ks3_active_learning_teaching_methods.pdf

Getting Started – The Basics

Teachers may wish to provide students with some of the key words/terms/issues/people relevant to this option. In Appendix 1 some

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http://ccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/ks3_active_learning_teaching_methods.pdf

http://ccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/ks3_active_learning_teaching_methods.pdf


‘starter’ words have been provided. In addition, as an introduction to this option, it may be also helpful to provide with a timeline of the ‘big picture’. A timeline for Northern Ireland and its Neighbours, 1965–98 can be found in Appendix 2. To assist with the resourcing of this new option, we have included some possible resources which may be of use to teachers and students. Appendix 3 contains a resource list for this option.

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Planning Framework for GCSE History

Unit 1 Section B Option 2: Changing Relations: Northern Ireland and its Neighbours, 1965–98

Option Content

Elaboration of Content

Suggestions for Teaching and Learning Activities Supporting Cross- Curricular Skills, Thinking Skills and Personal Capabilities

The O’Neill years

O’Neill’s policies and actions to improve the economy: successes and failures

O’Neill’s attempts to improve community relations in Northern Ireland and the differing responses to his efforts

O’Neill’s attempts to improve relations with the Republic of Ireland and the differing responses in Northern Ireland to his efforts

Exemplification of content:At the end of this section, students should understand why O’Neill wanted to improve the economy of Northern Ireland. They should also consider O’Neill’s successes and failures. Students should be able to assess the significance of O’Neill’s attempts at improving relations with the Republic of Ireland and between the two main communities in Northern Ireland. The differing responses to his efforts to improve relations should also be considered.

Suggestions for teaching and learning: Display a map of the island of Ireland and highlight

key landmarks to provide context for this unit: e.g. the six counties of Northern Ireland, the River Bann, Coleraine, Belfast, Dublin (other areas can be developed as the unit progresses, e.g. Caledon, Burntollet)

Students could Mind Map the causes of the partition of Ireland and the consequences that this had for the island and its people (this will draw upon KS3 learning). Teachers could then make links between

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Option Content



partition and the 1960s to give context to the period Create a graffiti wall to record the problems facing

Northern Ireland when O’Neill became Prime Minister

Show pictorial sources e.g. one of O’Neill visiting a Catholic school and the other showing O’Neill meeting Sean Lemass. Ask students to consider in what ways do the sources suggest the different ways that O’Neill was attempting to build bridges as Prime Minister of Northern Ireland?

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The O’Neill years(cont.)

Students complete a card sorting activity to ‘pair up’ O’Neill’s aims for Northern Ireland with his policies/actions

Provide students with a range of statistics. Using these statistics, students could present evidence to show the successes and failures of O’Neill’s economic policies

Create a table on O’Neill’s premiership under the following headings: aim, policy/action, differing responses to policy/action

Assess the different perspectives on O’Neill - both the opposition and support for O’Neill in Northern Ireland. Students consider the question: why did some of O’Neill’s policies attract opposition from both sides of the community in Northern Ireland?

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Option Content



The campaign for civil rights

The influence of the civil rights movement in the United States of America on Northern Ireland

Reasons for the emergence of the Northern Ireland Civil Rights Association (NICRA), its demands and methods and the differing attitudes towards it

Early civil rights marches, including British government and police responses, O’Neill’s five- point reform programme and the differing responses to it

The effectiveness of NICRA

Reasons for the

Exemplification of content:At the end of this section, students should be able to draw parallels between the civil rights movement in the United States in the 1960s and the emergence of the civil rights association in Northern Ireland including its aims, demands and methods/tactics. Students should be able to explain the reactions of the different communities in Northern Ireland to NICRA and assess the effectiveness of NICRA, including the emergence of the People’s Democracy.

Suggestions for teaching and learning: Teachers could show the students video clips and

images connected to civil rights in the USA. Students could be asked to discuss why the US civil rights movement emerged

Set up different source work stations around the classroom. Students move freely around each station, gathering evidence from the different sources to tell us why some people in Northern Ireland felt there was a need for a civil rights movement. Ask the students for feedback and collate the information using a mind map - categories could include: jobs, housing, voting. Ask the students, do they think there is any connection between the problems/issues that existed?

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Option Content



emergence of the People’s Democracy (PD): actions and impact

Reasons for the downfall of O’Neill

Using a range of contemporary sources e.g. posters, written sources, speeches, film footage etc. students could compare the civil rights movement in the USA with the emergence of NICRA. The following headings could be used to record information on the civil rights movement in the USA and the NICRA – e.g. demands, methods, supporters, similarities, differences

The campaign for civil rights (cont.)

Using ICT, students could design an information leaflet identifying the influences, demands and methods/tactics of NICRA

Use a card sorting activity to match O’Neill’s Five-point reform programme with the demands of NICRA. Show O’Neill’s Five-point plan/reforms - identify which of the civil rights demands were granted/withheld. Prompt students with questions such as: How far were NICRA’s demands met? Where did O’Neill’s plan fall short of NICRA demands? How satisfied would a NICRA campaigner have been with O’Neill response? etc.

Teachers could provide the class with cards which outline the key developments in the demise of O’Neill. In pairs, students could order these in the correct chronological order and then record them as a flow chart in their notes

Students could answer the following question:

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Option Content



‘Terence O’Neill was a successful Prime Minister of Northern Ireland.’ Do you agree?

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Option Content



A deteriorating situation, 1969

Increasing tensions and violence, summer 1969

The reasons for and consequences of the intervention of the Irish and British governments

Exemplification of content:

At the end of this section, students should understand why violence erupted on the streets of Northern Ireland in the summer of 1969. Students should understand the reasons for and the consequences of the intervention of the British and Irish governments to deal with the deteriorating situation, including the arrival of the British army in August 1969.Suggestions for teaching and learning: Create a class Mind Map to suggest reasons why, in

spite of the reforms introduced by O’Neill, violence still erupted on the streets in Northern Ireland

‘Consider all options’ activity - what were the options available to the British government and the government of Northern Ireland to deal with the deteriorating situation in 1971? Match each option with a corresponding response from the nationalist, republican, unionist and loyalist communities

Complete an ‘If I was in your shoes’ activity, and ask each student to put themselves in the position of the British Prime Minister in 1971. Weigh up the options available to them, make a decision to try and stop the increasing violence and justify this decision

Using ICT, create a newspaper article using 3–5 contemporary sources showing the responses of the

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Option Content



British and Irish governments to the outbreak of violence on to the streets of Northern Ireland

Use a range of contemporary sources to trace the change in response within the nationalist community towards the British army in Northern Ireland – try to encourage students to think about how and why relations changed

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A deteriorating situation, 1969(cont.)

A living graph could be used to track the responses of the unionist and nationalist communities to the events of the summer of 1969 (for example – the apprentice boys march, NICRA marches, deployment of the army)

Construct an argument to answer the question: Did the introduction of the army make the situation in Northern Ireland better or worse?

Consider examination style question such as: Explain the response of the British and Northern Ireland governments to the events of summer 1969

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Option Content



The re-emergence of paramilitary organisations

The re-emergence of the IRA, the split in the IRA and the objectives of the newly formed Provisional IRA

The re-emergence of the Ulster Volunteer Force (UVF) and its objectives, and the setting up of the Ulster Defence Association (UDA) and its objectives

Exemplification of content:At the end of this section students should be able to explain the re-emergence of paramilitary organisations in Northern Ireland and their objectives.

Suggestions for teaching and learning: Use contemporary sources of murals, pictures or

photographs of the IRA, the UVF and the UDA to stimulate discussion about paramilitary organisations. Study the language, colours, symbols etc. Encourage students to think about the nature and motive of the contemporary sources and why paramilitary groups had some support in local communities at this time

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Complete a table recording the different paramilitary groups and their objectives – the following headings could be used: Who they are, what they want, who supported them?

Students could be challenged to discuss the potential impact that the emergence of the paramilitaries would have had on the political situation in Northern Ireland

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Option Content



Internment Reasons for and effects of internment, escalation of violence, civil rights protests against internment, Bloody Sunday and responses to it

Exemplification of content:At the end of this section students should be able to understand why internment was introduced by the Northern Ireland government and how people in Northern Ireland responded to it. Students should assess the significance of the introduction of internment for continuing civil rights protests and Bloody Sunday.

Suggestions for teaching and learning: In groups using a zone of relevance activity, students

could sort cards into the ‘most relevant’, ‘relevant’ and ‘irrelevant’ categories to answer the question, Why was internment introduced in Northern Ireland? Students should give feedback justifying where they have placed their cards, e.g. why is something more ‘relevant’ whilst others cards are rejected as ‘irrelevant’. Whole class discussion can follow on what the most important points would be if completing a structured question on the introduction of internment to Northern Ireland

Students could work in groups to discuss “If you were an adviser to the British Government – what if anything, would you have done differently to solve the problem of violence in 1969, other than introduce internment?” Teachers could assist students and

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Option Content



facilitate discussion Students could prepare a Hotseating task focused on

why Internment was introduced and its consequences. Teachers could provide role play characters such as: a Unionist, Nationalist, member of the British government, Prime Minister etc. Students could be asked questions and could respond in character

Internment (cont.)

Teachers could find 5 iconic images of Bloody Sunday. These could be flashed onto the board for 5 seconds in quick succession and students should respond by recording the first word that comes into their head when they see the picture. Teachers should use this to stimulate discussion on the events of Bloody Sunday

Analyse and evaluate a range of contemporary sources showing what happened during the events of Bloody Sunday. Consider where and when it happened and how people responded to it

Students could create a consequence wheel for Bloody Sunday. Encourage students to think about the events of Bloody Sunday and responses to it from multiple perspectives including the international perspective, the British government, the government of the Republic of Ireland and the people of Northern Ireland. Alternatively – a Hotseating task could be

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Option Content



carried out to unpack reactions to the event of Bloody Sunday. Students could watch the British Prime Minister’s apology following the publication of the Saville Report

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Option Content



Direct rule Reasons for the fall of Stormont and the introduction of direct rule

Reaction in Northern Ireland and in the Republic of Ireland to the British government’s decision to suspend Stormont


At the end of this section students should be able to explain the reasons for the collapse of Stormont and the introduction of Direct Rule. Students should also be able to explain the different reactions in Northern Ireland and in Republic of Ireland to the British government’s decision to suspend Stormont.

Suggestions for teaching and learning:

Using a consider all factors activity explain why the British Prime Minister, Edward Heath, decided to suspend Stormont in 1972

Students could analyse different contemporary sources showing reactions to the fall of Stormont and the introduction of Direct Rule. Record the different reactions (in both Northern Ireland and in the Republic of Ireland) in speech bubbles/Mind Map

Students could review this topic by answering the following question: Explain the reasons for the fall of Stormont and the introduction of Direct Rule in 1972

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Option Content



The search for a political solution – attempt a power-sharing, 1973–74

The reasons for and responses to the introduction of a power-sharing Executive to Northern Ireland and a Council of Ireland; the effects of the Ulster Workers’ Council strike on the attempt at power-sharing in Northern Ireland; the reintroduction of direct rule

Exemplification of content:At the end of this section students should understand the attempt by the British government to devolve power to Northern Ireland, which involved the setting up of a power-sharing Executive and a Council of Ireland. Students should be able to explain why the Ulster Workers’ Council called a strike and how it brought about the collapse of the Northern Ireland Executive and a reintroduction of direct rule to Northern Ireland.

Suggestions for teaching and learning: DVD – A State Apart – New Executive. This episode

could be used to introduce power-sharing in Northern Ireland

Use contemporary sources to role play the views of the key politicians in Northern Ireland, the British government and the Irish government, to identify what power-sharing would mean for them. Students then take on the role of the power-sharing Executive and try to explain their perspective on finding a political solution for Northern Ireland. They should identify what is good about their solution and also identify the problems that the power-sharing Executive faced

Write a newspaper article on behalf of the Ulster

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Option Content



The search for a political solution – attempt a power-sharing, 1973–74(cont.)

Workers’ Council outlining their reasons for striking against power-sharing

Draw a table and use the following headings to summarise the reasons for the strike, the tactics, success/failure and impact on the power-sharing Executive

DVD – A State Apart – Ulster Workers’ Strike. This episode could be used to reinforce the significance of the strike. Students could answer the following exam style question: Explain the effects of the Ulster Workers’ Council strike in 1974 on the attempt at power-sharing in Northern Ireland

As a summary activity, students could use the internet to research and construct a timeline of key events from 1973-74

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Option Content



Changing Republican strategy

The reasons for the hunger strikes, 1980–81; the impact of the hunger strikes, including change in Republican strategy; the effect of Sinn Féin’s electoral success on the SDLP

Exemplification of content:At the end of this section students should be able to explain the reasons for and the impact of the hunger strikes. They should be able to assess the effectiveness of the British government’s response to the hunger strikes in 1980 and 1981 and how they came to an end. In the aftermath of the hunger strikes, students should recognise the change in strategy of the Republican movement, including the electoral success of Sinn Féin and its impact on the fortunes of the SDLP.

Suggestions for teaching and learning: As an introduction, students could watch the trailer

for Steve McQueen’s film “Hunger”. Teachers could facilitate a class discussion to help provide context for this topic. In pairs, issue students with a range of cards covering the reasons for the hunger strikes. Students should prioritise the reasons and justify their decision

Using contemporary sources and independent research, students should compile notes on how the following groups viewed the hunger strikes: unionists, nationalists, the British government and the Irish government

As a follow up, students could look at the short-term

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Option Content



and longer-term impact of the hunger strikes, including change in Republican strategy and an increase in electoral success for Sinn Féin

Students could create a visual diagram to chart the change in Republican strategy in the 1980s

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Option Content



Changing Republican strategy (cont.)

Students could watch “A State Apart – Hunger Strikes” to reinforce content and ideas discussed

As a plenary activity, students could discuss - If you were a member of the British government, what, if anything, would you have done differently? If you were a nationalist/nationalist politician in the Republic of Ireland, how might you have reacted? etc.

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Option Content



Changing relations - towards closer co-operation

Reasons for closer co-operation between the Irish and British governments in the 1980s; the terms of the Anglo-Irish Agreement: its significance for relations between Britain, Northern Ireland and the Republic of Ireland and for how Northern Ireland would be governed


At the end of this section students should be able to explain the reasons for closer co-operation between the British and Irish governments. Students should also understand the terms of the Anglo-Irish Agreement and its significance for how Northern Ireland would be governed.Suggestions for teaching and learning:

Students should analyse a set of contemporary sources to identify the reasons why the British and Irish governments felt the need for closer co-operation

Create an information poster from either a unionist or nationalist perspective showing their viewpoint towards the Anglo-Irish Agreement

Four corner debate on the different views of the Anglo-Irish Agreement, including unionist, nationalist, Irish and British. Ensure the statements cover the range of diverse opinions to the Agreement. You may wish to ask students to justify their choice of ‘corner’

Analyse contemporary sources showing the reactions to the Anglo-Irish Agreement. Give students a source-based exercise on why the unionist campaign

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Option Content



against the Agreement failed. Students should analyse the utility and reliability of the source

Students could watch “A State Apart – Anglo-Irish Agreement” episode – or the RTE documentary “Ireland and the Iron Lady”

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Option Content



The Downing Street Declaration, 1993

The Hume-Adams initiative; the Downing Street Declaration: the key terms and responses to the Declaration in Northern Ireland and its significance for paving the way for the ceasefires


At the end of this section students should understand the significance of the Hume-Adams initiative. Students should be able to know the key terms of the Downing Street Declaration and explain the responses and significance of the Declaration in bringing about the paramilitary ceasefires.


Create Factfiles on John Hume and Gerry Adams. As a class, explore why both individuals came together in an effort to move Northern Ireland forward

Create a timeline of the key events and individuals who played a part in leading to the signing of the Downing Street Declaration

Draw and complete a mind map showing the terms, reactions to and significance of the Downing Street Declaration

In groups, complete a carousel activity, comparing the Sunningdale Agreement, the Anglo-Irish Agreement and Downing Street Declaration. Students could look at the following:

– Similar issues e.g. self-governance, cross border organisation and principal of consent

– Reactions to the agreements from the

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Option Content



different perspectives in Northern Ireland, Britain and the Republic of Ireland

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Option Content



The Downing Street Declaration, 1993 (cont.)

Students could be provided with cards containing key events and developments which helped to bring about the ceasefires in 1994. Each card could have an accompanying description which the students could match. These cards could be used to engage in class discussion about how the ceasefires came about

Students could write a newspaper front page article for the ceasefires and include reactions in their writing

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Option Content



The Good Friday Agreement, 1998

The key terms and responses to the Agreement including the referendum; the significance of the Agreement for relations between Britain, Northern Ireland and the Republic of Ireland


At the end of this section students should know the key terms of the Good Friday Agreement. They should also be able to explain the different responses of the people of Northern Ireland, the Republic of Ireland and Britain to the Good Friday Agreement and the results of the referendum. Students should also appreciate the significance of the Good Friday Agreement for relations between Britain, Northern Ireland and the Republic of Ireland today.


Complete a fishbone diagram explaining the reasons for the signing of the Good Friday Agreement

Provide students with the key terms of the Good Friday Agreement and ask students to colour code the terms suggesting which group in Northern Ireland each term was aimed at and why

The students could prepare a class debate. One side could argue in favour of the Agreement and one side against

Analyse the outcome of the referendum and identify which sections of Northern Ireland and the Republic of Ireland were in favour of the Good Friday Agreement. In groups, look at a range of

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Option Content



contemporary sources and sort them into the ‘Yes’ and ‘No’ perspectives. Students should suggest reasons why people held these perspectives. Students then analyse each source, identifying the usefulness and reliability to an historian

Option Content



The Good Friday Agreement, 1998 (cont.)

Access contemporary media clips, sources and pictures to create a PowerPoint or Prezi presentation on the significance of the Good Friday Agreement for Northern Ireland

Students could reflect on attempts to find a political solution in this unit. As a class suggest reasons why agreement was possible in Northern Ireland in 1998 but not before

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Appendix 1Developing Language for Learning: Changing Relations: Northern Ireland and its Neighbours, 1965–98

It is widely recognised that History is a highly literate subject where reading and writing, as well as historical analysis and interpretation of evidence, is required. It is for this reason that some students, in spite of their passion for studying history, become demotivated due to difficulties they may have in accessing the subject. To aid learning we have produced suggested key words, individuals and terms associated with Changing Relations: Northern Ireland and its Neighbours, 1965–98. The key words produced are not intended to be exhaustive but are simply offered as a starting point for teachers to help their students develop the language for learning associated with this option.

Using Key Words

The key words provided below can be used in a variety of ways. Below are some suggestions for using key word led activities to improve learning and teaching in GCSE History.

Possible Key Word Activities

Students could play ‘Odd One Out’ - they identify which word is different (or out of sequence from the others and give a reason for their choice. Alternatively, students could cluster the key words through making connections and give a reason for their cluster.

Students could be asked to provide definitions for key words.

Words could be used at as lesson starters or as plenary prompts.

Individual words could be placed on ‘flashcards’ and used as prompts for knowledge in completing an extended writing exercise.

Students could also be asked to use words in their correct context, for example, during source-based work.

Teacher could design a ‘concept map’ or display a visual image - ask students to link the key words with lines, annotating these with an explanation of how they are linked.

Show on separate cards some key words (or events). Students arrange these in what they think are a suitable order of rank importance (i.e. in terms of answering a particular question). Alternatively, a number of students could stand at the front of the class and display their cards – the remainder of the class decide on the ordering (students with cards will be told where to position themselves in order of importance or maybe asked to sit down).

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Lists could be used for spell checks.

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The O’Neill years

Taoiseach University Proportional

representationCouncils

Gerrymandering Derry/LondonderryRates Discrimination

Irish Republican Army (IRA)

Captain Terence O’Neill

Jack Lynch StormontCommunity

relations Irish Trades Union

CongressBrian Faulkner Economic Council

Ministry of Development

Craigavon

Coleraine Sean LemassOfficial Unionist

Party (OUP)Reverend Ian

Paisley

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Northern Ireland Civil Rights Association

(NICRA)

Martin Luther King

One man one vote William Craig

Curfew Coalisland–Dungannon March

Apprentice Boys Five-point reform programme

Crossroads speech People’s Democracy (PD)

Burntollet bridge Cameron Commission

Crossroad’s election

James Chichester-Clarke

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Loyalist RepublicanBombay Street Battle of the

BogsideRoyal Ulster Constabulary

(RUC)

Harold Wilson

The Downing Street Declaration

Hunt Report

The re-emergence of paramilitary organisations

Official IRA (OIRA) Provisional IRA (PIRA)

Curfew Ulster Volunteer Force (UVF)

Ulster Defence Regiment (UDA)

Brian Faulkner

Internment

Internment Operation Demetrius

Social Democratic and Labour

Magilligan internment camp

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Party(SDLP)Parachute Regiment

Bloody Sunday

Lord Widgery

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Direct rule

Edward Heath William WhitelawUlster Vanguard Suspension

Bloody Friday ClaudyOperation Motorman

Westminster

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The search for a political solution – attempt at power sharing, 1973–74

Proportional representation

The Council of Ireland

Democratic Unionist Party

(DUP)

Vanguard Unionist Progressive Party

William Craig United Ulster Unionist Council

(UUUC)Assembly Power sharing

Northern Ireland Labour Party

(NILP)

Alliance Party Northern Ireland

(APNI)UWC strike Gerry FittCouncil of Ministers

Sunningdale Agreement

Ulster Workers’ Council (UWC)

Ulster Army Council

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The Maze Special Category Status

Conservative government

H-Blocks

Blanket protest Margaret ThatcherDirty protest Bobby Sands Member of

Parliament (MP)Fermanagh-South

TyroneConcessions Criminalisation

Sinn Féin Gerry AdamsArmalite and the

Ballot BoxPolitical Status

John Hume No wash protest

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Changing relations – towards closer co-operation

Anglo-Irish Agreement

Garret FitzGerald

Mary Robinson New Ireland Forum

Secretariat DevolutionThe Downing Street Declaration, 1993

John Major Albert Reynolds

Jim MolyneauxCombined Loyalist Military Command

(CLMC)Gerry Adams Loyalist ceasefireIRA ceasefire Ian PaisleyJohn Hume Hume-Adams talksSecret talks Self-determinationPrinciple of

consent

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David Trimble Mo MowlamSenator George

MitchellBertie Ahern

Referendum Bill ClintonFirst Minister Deputy First

MinisterTony Blair Seamus Mallon

North-South Assembly

Northern Ireland Assembly

(Parliament)Decommissioning

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Appendix 2 Timeline: Changing Relations: Northern Ireland and its Neighbours, 1965–98

The timeline below could be given to students to provide them with an overview of the option. Students could be encouraged to add to the timeline as they move through the study of this option. This timeline is not exhaustive or prescriptive. For definitive guidance in your teaching of this option, reference should be made to the specification and specimen assessment materials.

Year Month Event

1965 January

February

O’Neill meets with the Taoiseach Séan Lemass

O’Neill visits Séan Lemass in Dublin

1968 August

October

November

NICRA march between Coalisland and Dungannon

NICRA march in Derry/Londonderry

O’Neill’s Five-point Reform Programme announced

1969 January

April

July - August

People’s Democracy march attacked at Burntollet Bridge

O’Neill resigns

Major James Chichester-Clarke becomes Prime Minister of Northern Ireland

Violence in Belfast and Derry/Londonderry

British army arrive in Northern Ireland

Downing Street Declaration

The IRA re-emerge

1970 July Curfew on the Lower Falls Road1971 August Operation Demetrius; Internment re-introduced

1972 January

March

July

NICRA march in Derry/Londonderry; Bloody Sunday

Direct Rule introduced in Northern Ireland

Bloody Friday1973–

74Decembe

rPower-sharing agreed

The Sunningdale Agreement

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1974 May UWC strike

Direct rule re-introduced

1976 May Removal of special category status for prisoners1978 Blanket and dirty protests by Republican

prisoners

1980 October First hunger strike

1981 March

April

May

October

Second hunger strike

Bobby Sands is elected MP for Fermanagh-South Tyrone

Bobby Sands dies

Hunger strike ends

Concessions granted for prisoners1985 Novembe

rThe Anglo-Irish Agreement signed

Protest at the signing of the Anglo-Irish Agreement at Belfast’s City Hall

1988 January Gerry Adams and John Hume begin talks

1989 November

Peter Brooke, the Northern Ireland Secretary, calls for talks with Republicans

1993 December

The Downing Street Declaration

1994 August

October

IRA ceasefire

Loyalist ceasefire

1998 April

May

Good Friday Agreement

Good Friday Agreement Referendum in Northern Ireland and the Republic of Ireland

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Appendix 3Resources: Changing Relations: Northern Ireland and its Neighbours, 1965–98

The resources below can be used by teachers and students for this option. This resource list is not definitive, while the inclusion of a particular resource on this list does not indicate its endorsement by CCEA. The resources identified are suggestions and they vary in depth, pitch, accessibility and purpose. While these resources may be used to support the learning and teaching of this option, reference should be made to the specification and specimen exemplar materials for definitive guidance on your teaching of this option. Textbooks

Madden, F and D. Clare, J (2017) CCEA GCSE History Third Edition, Hodder EducationMadden, F (2017) My Revision Notes: CCEA GCSE History, Hodder EducationDoherty, B (2001) Northern Ireland Since c.1960, Heinemann

Websites

BBC Bitesize Video clips –Northern Ireland www.bbc.co.uk/education/topics/z8d82hv/resources/1

Terence O’Neill and his policieswww.bbc.co.uk/education/guides/zww99j6/revision

NICRAwww.bbc.co.uk/education/guides/z3w2mp3/revision

Violence in 1969www.bbc.co.uk/education/guides/z3jmxnb/revision

The emergency of paramilitary opposition www.bbc.co.uk/education/guides/zwnv34j/revision

Internment www.bbc.co.uk/education/guides/z3qx6sg/revision

Direct Rule, 1972www.bbc.co.uk/education/guides/z8pyvcw/revision

42

http://www.bbc.co.uk/education/guides/z8pyvcw/revision

http://www.bbc.co.uk/education/guides/z3qx6sg/revision

http://www.bbc.co.uk/education/guides/zwnv34j/revision

http://www.bbc.co.uk/education/guides/z3jmxnb/revision

http://www.bbc.co.uk/education/guides/z3w2mp3/revision

http://www.bbc.co.uk/education/guides/zww99j6/revision

http://www.bbc.co.uk/education/topics/z8d82hv/resources/1


Power sharing, 1973–74www.bbc.co.uk/education/guides/zxg9kqt/revision

Hunger Strikes, 1980–1981www.bbc.co.uk/education/guides/zyw2mp3/revision

Anglo-Irish Agreement, 1985www.bbc.co.uk/education/guides/z8nv34j/revision BBC History – The Troubleswww.bbc.co.uk/history/troubles

BBC History - Peace in the Troubles www.bbc.co.uk/history/topics/troubles_peace#default

BBC History – The Good Friday Agreementwww.bbc.co.uk/history/events/good_friday_agreement

BBC History - Northern Ireland’s Path to Peacewww.bbc.co.uk/history/0/22449987

The Nerve Centre – Teaching Divided Historieshttp://nervecentre.org/education/teaching-divided-histories

Nerve Centre – NICRAhttp://nervecentre.org/education/teaching-divided-histories/northern-ireland-civil-rights-movement

The Conflict in Northern Irelandhttp://nervecentre.org/education/teaching-divided-histories/conflict-northern-ireland

Pathways to Peace in Northern Irelandhttp://nervecentre.org/education/teaching-divided-histories/pathways-peace-northern-ireland

RTE Archives - Violence in Northern Ireland, 1969www.rte.ie/archives/exhibitions/1042-northern-ireland-1969/

RTE Archives – Civil Rights in Northern Ireland 1968–9www.rte.ie/archives/exhibitions/1031-civil-rights-movement-1968-9/

DVDs

All of the DVDs referenced in this document are available from the Southern Education and Library Board's Audio Visual Recording Service (www.selb.org/avrecording/index.htm)

Study Ireland History – BBC

43

http://www.selb.org/avrecording/index.htm

http://www.rte.ie/archives/exhibitions/1031-civil-rights-movement-1968-9/

http://www.rte.ie/archives/exhibitions/1042-northern-ireland-1969/

http://nervecentre.org/education/teaching-divided-histories/pathways-peace-northern-ireland

http://nervecentre.org/education/teaching-divided-histories/pathways-peace-northern-ireland

http://nervecentre.org/education/teaching-divided-histories/conflict-northern-ireland


http://nervecentre.org/education/teaching-divided-histories/northern-ireland-civil-rights-movement


http://nervecentre.org/education/teaching-divided-histories

http://www.bbc.co.uk/history/0/22449987

http://www.bbc.co.uk/history/events/good_friday_agreement

http://www.bbc.co.uk/history/topics/troubles_peace#default

http://www.bbc.co.uk/history/troubles

http://www.bbc.co.uk/education/guides/z8nv34j/revision

http://www.bbc.co.uk/education/guides/zyw2mp3/revision

http://www.bbc.co.uk/education/guides/zxg9kqt/revision


A State Apart Separate Government The Civil Rights Movement The Ulster Worker’s Council Strike The Hunger Strike Campaign The Anglo-Irish Agreement

History In Action – CH4 Protest in Northern Ireland 1968–1969

Understanding Northern Ireland– CH4 Reform and Reaction: 1960–68 Civil Rights to Civil Strife: 1968–72 Direct Rule: 1972–1981 Anglo-Irish Agreement: 1981–89 The Problem Unresolved: 1993–94 The Downing Street Declaration: 1993–94 A Lasting Peace: 1994-96

Battle of the Bogside –BBC1

From our Ireland Correspondent – BBC1

The Hunger Strike – BBC1

No Go: The Free Derry Story – BBC1

Seven Ages – BBC2 Religion, Politics and the North in the 1960s

The Troubles I’ve Seen – ITV

44


Resource List for Planning Framework

Content Elaboration ResourcesThe O’Neill years

O’Neill’s policies and actions to improve the economy: successes and failures

O’Neill’s attempts to improve community relations in Northern Ireland and the differing responses to his efforts

O’Neill’s attempts to improve relations with the Republic of Ireland and his differing responses in Northern Ireland to his efforts

Websites O’Neill’s policies www.bbc.co.uk/education/guides/zww99j6/revision

Videoswww.youtube.com/watch?v=jI-q59ycMws

The Day the Troubles Beganwww.youtube.com/watch?v=qcpE-jJ14pQ

Images www.google.co.uk/search?q=terence+oneill&biw=1366&bih=631&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi8z4bR8sHPAhUEIMAKHZwPC9EQ_AUIBygC#tbm=isch&q=terence+oneill+and+sean+lemass&imgrc=MGi5bCrK1tJ0HM%3A


The influence of the civil rights movement in the United States on Northern Ireland

Reasons for the emergence of the Northern Ireland Civil Rights Association (NICRA), its demands and methods and the differing attitudes towards it

Early civil rights marches, including British government and police responses, O’Neill’s five-point reform programme and the differing responses

Websites http://nervecentre.org/education/teaching-divided-histories/northern-ireland-civil-rights-movement www.rte.ie/archives/exhibitions/1031-civil-rights-movement-1968-9/www.bbc.co.uk/education/guides/z3w2mp3/revisionwww.rte.ie/archives/exhibitions/1031-civil-rights-movement-1968-9/1036-protests-escalate/319532-oneill-appeals-for-calm-on-eve-of-derry-march/

VideosNICRAwww.youtube.com/watch?v=KJHpMUfSxwc www.bbc.co.uk/history/topics/troubles_politics#p016l13q The Day the Troubles Began www.youtube.com/watch?v=U115UYrHRDc

45

http://www.youtube.com/watch?v=U115UYrHRDc

http://www.youtube.com/watch?v=U115UYrHRDc

http://www.bbc.co.uk/history/topics/troubles_politics#p016l13q

http://www.bbc.co.uk/history/topics/troubles_politics#p016l13q

http://www.youtube.com/watch?v=KJHpMUfSxwc

http://www.youtube.com/watch?v=KJHpMUfSxwc

http://www.rte.ie/archives/exhibitions/1031-civil-rights-movement-1968-9/1036-protests-escalate/319532-oneill-appeals-for-calm-on-eve-of-derry-march/










http://www.google.co.uk/search?q=terence+oneill&biw=1366&bih=631&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi8z4bR8sHPAhUEIMAKHZwPC9EQ_AUIBygC#tbm=isch&q=terence+oneill+and+sean+lemass&imgrc=MGi5bCrK1tJ0HM%3A



http://www.youtube.com/watch?v=qcpE-jJ14pQ

http://www.youtube.com/watch?v=qcpE-jJ14pQ

http://www.youtube.com/watch?v=jI-q59ycMws

http://www.youtube.com/watch?v=jI-q59ycMws




The effectiveness of NICRA

Reasons for the emergence of the People’s Democracy: actions and impact

Reasons for the downfall of O’Neill

www.youtube.com/watch?v=GU6Mg4wQMKY www.youtube.com/watch?v=uUqTCdIVC7U ImagesUSA Civil Rightswww.google.co.uk/search?q=terence+oneill&biw=1366&bih=631&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi8z4bR8sHPAhUEIMAKHZwPC9EQ_AUIBygC#tbm=isch&q=US+CIVIL+RIGHTS&imgrc=yx6ddqd93s0u2M%3A NICRA www.google.co.uk/search?q=terence+oneill&biw=1366&bih=631&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi8z4bR8sHPAhUEIMAKHZwPC9EQ_AUIBygC#tbm=isch&q=NICRA

Podcastwww.rte.ie/radio1/doconone/2012/0703/647116-documentary-podcast-northern-ireland-civil-rights-association-movement/


Increasing tensions and violence, summer 1969

The reasons for and consequences of the intervention of the Irish and British governments

Websites www.bbc.co.uk/education/guides/z3jmxnb/revisionhttp://nervecentre.org/education/teaching-divided-histories/conflict-northern-ireland

VideosThe Troubles www.youtube.com/watch?v=SVNOqkJLAUc www.youtube.com/watch?v=enSELK0MDOA www.britishpathe.com/video/troubles-in-northern-ireland/query/1969

The Day the Troubles Began www.youtube.com/watch?v=s1CTWv8zpPI www.youtube.com/watch?v=9u2jOS-ANnY

46

http://www.youtube.com/watch?v=9u2jOS-ANnY

http://www.youtube.com/watch?v=9u2jOS-ANnY

http://www.youtube.com/watch?v=s1CTWv8zpPI

http://www.youtube.com/watch?v=s1CTWv8zpPI

http://www.britishpathe.com/video/troubles-in-northern-ireland/query/1969



http://www.youtube.com/watch?v=enSELK0MDOA

http://www.youtube.com/watch?v=enSELK0MDOA

http://www.youtube.com/watch?v=SVNOqkJLAUc

http://www.youtube.com/watch?v=SVNOqkJLAUc






http://www.rte.ie/radio1/doconone/2012/0703/647116-documentary-podcast-northern-ireland-civil-rights-association-movement/



http://www.google.co.uk/search?q=terence+oneill&biw=1366&bih=631&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi8z4bR8sHPAhUEIMAKHZwPC9EQ_AUIBygC#tbm=isch&q=NICRA



http://www.google.co.uk/search?q=terence+oneill&biw=1366&bih=631&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi8z4bR8sHPAhUEIMAKHZwPC9EQ_AUIBygC#tbm=isch&q=US+CIVIL+RIGHTS&imgrc=yx6ddqd93s0u2M%3A



http://www.youtube.com/watch?v=uUqTCdIVC7U

http://www.youtube.com/watch?v=uUqTCdIVC7U

http://www.youtube.com/watch?v=GU6Mg4wQMKY

http://www.youtube.com/watch?v=GU6Mg4wQMKY


Imageswww.google.co.uk/search?q=terence+oneill&biw=1366&bih=631&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi8z4bR8sHPAhUEIMAKHZwPC9EQ_AUIBygC#tbm=isch&q=summer+of+1969+northern+ireland

The re-emergence of the IRA, the split in the IRA and the objectives of the newly formed Provisional IRA

The re-emergence of the Ulster Volunteer Force (UVF) and its objectives, and the setting up of the Ulster Defence Association (UDA) and its objectives

Websites www.bbc.co.uk/history/topics/troubles_paramilitaries

VideosThe Troubles www.youtube.com/watch?v=w0vwt_Itlg0 www.youtube.com/watch?v=is1ysfdpMyg www.bbc.co.uk/history/topics/troubles_paramilitaries#p016kxh4

Imageswww.google.co.uk/search?q=terence+oneill&biw=1366&bih=631&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi8z4bR8sHPAhUEIMAKHZwPC9EQ_AUIBygC#tbm=isch&q=summer+of+1969+northern+ireland

Reasons for and effects of internment, escalation of violence, civil rights protests against internment, Bloody Sunday and responses to it

Websites www.bbc.co.uk/education/guides/z3qx6sg/revisionwww.bbc.co.uk/history/bloody_sunday

VideosInternment in Northern Ireland (1971) www.youtube.com/watch?v=c64_K76lk2E www.youtube.com/watch?v=y1iwueLGHfM www.youtube.com/watch?v=9yxlVlAPzo4

Bloody Friday Documentary (BBC)www.youtube.com/watch?v=3s1iH3z8EhY

47

http://www.youtube.com/watch?v=3s1iH3z8EhY

http://www.youtube.com/watch?v=3s1iH3z8EhY

http://www.youtube.com/watch?v=9yxlVlAPzo4

http://www.youtube.com/watch?v=9yxlVlAPzo4

http://www.youtube.com/watch?v=y1iwueLGHfM

http://www.youtube.com/watch?v=y1iwueLGHfM

http://www.youtube.com/watch?v=c64_K76lk2E

http://www.youtube.com/watch?v=c64_K76lk2E

http://www.bbc.co.uk/history/bloody_sunday

http://www.bbc.co.uk/history/bloody_sunday



http://www.google.co.uk/search?q=terence+oneill&biw=1366&bih=631&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi8z4bR8sHPAhUEIMAKHZwPC9EQ_AUIBygC#tbm=isch&q=summer+of+1969+northern+ireland



http://www.bbc.co.uk/history/topics/troubles_paramilitaries#p016kxh4

http://www.bbc.co.uk/history/topics/troubles_paramilitaries#p016kxh4

http://www.youtube.com/watch?v=is1ysfdpMyg

http://www.youtube.com/watch?v=is1ysfdpMyg

http://www.youtube.com/watch?v=w0vwt_Itlg0

http://www.youtube.com/watch?v=w0vwt_Itlg0

http://www.bbc.co.uk/history/topics/troubles_paramilitaries

http://www.bbc.co.uk/history/topics/troubles_paramilitaries





www.youtube.com/watch?v=u8Pgmhr_Dx4

Imageswww.google.co.uk/search?q=terence+oneill&biw=1366&bih=631&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi8z4bR8sHPAhUEIMAKHZwPC9EQ_AUIBygC#tbm=isch&q=internment+northern+ireland+1971

Reasons for the fall of Stormont and the introduction of direct rule

Reaction in Northern Ireland and in Republic of Ireland to the British government’s decision to suspend Stormont

Websites www.bbc.co.uk/education/guides/z8pyvcw/revision

VideosThe Troubles www.youtube.com/watch?v=jCZK5ekX5cw

Imageswww.google.co.uk/search?q=terence+oneill&biw=1366&bih=631&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi8z4bR8sHPAhUEIMAKHZwPC9EQ_AUIBygC#tbm=isch&q=direct+rule+1972

The search for a political solution – attempt at power-sharing, 1973–74

The reasons for and responses to the introduction of power-sharing Executive to Northern Ireland and a Council of Ireland; the effects of the Ulster Workers’ Council strike on the attempt at power-sharing in Northern Ireland; the reintroduction of direct rule

Websites www.bbc.co.uk/education/guides/zxg9kqt/revision

Videoswww.bbc.co.uk/history/topics/troubles_politics#p016l0gn www.youtube.com/watch?v=TDJWJpHhno0

The Troubles www.youtube.com/watch?v=OKYtTCQe0G8 www.youtube.com/watch?v=vsBde4xbPts

Imageswww.google.co.uk/search?q=terence+oneill&biw=1366&bih=6

48

http://www.google.co.uk/search?q=terence+oneill&biw=1366&bih=631&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi8z4bR8sHPAhUEIMAKHZwPC9EQ_AUIBygC#tbm=isch&q=sunningdale+agreement


http://www.youtube.com/watch?v=vsBde4xbPts

http://www.youtube.com/watch?v=vsBde4xbPts

http://www.youtube.com/watch?v=OKYtTCQe0G8

http://www.youtube.com/watch?v=OKYtTCQe0G8

http://www.youtube.com/watch?v=TDJWJpHhno0

http://www.youtube.com/watch?v=TDJWJpHhno0

http://www.bbc.co.uk/history/topics/troubles_politics#p016l0gn

http://www.bbc.co.uk/history/topics/troubles_politics#p016l0gn



http://www.google.co.uk/search?q=terence+oneill&biw=1366&bih=631&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi8z4bR8sHPAhUEIMAKHZwPC9EQ_AUIBygC#tbm=isch&q=direct+rule+1972



http://www.youtube.com/watch?v=jCZK5ekX5cw

http://www.youtube.com/watch?v=jCZK5ekX5cw



http://www.google.co.uk/search?q=terence+oneill&biw=1366&bih=631&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi8z4bR8sHPAhUEIMAKHZwPC9EQ_AUIBygC#tbm=isch&q=internment+northern+ireland+1971



http://www.youtube.com/watch?v=u8Pgmhr_Dx4

http://www.youtube.com/watch?v=u8Pgmhr_Dx4


31&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi8z4bR8sHPAhUEIMAKHZwPC9EQ_AUIBygC#tbm=isch&q=sunningdale+agreement


The reasons for the hunger strikes, 1980–81; the impact of the hunger strikes, including change in Republican strategy; the effect of Sinn Féin’s electoral success on the SDLP

Websites www.bbc.co.uk/education/guides/zyw2mp3/revisionwww.bbc.co.uk/history/events/republican_hunger_strikes_maze

Videoswww.youtube.com/watch?v=1SJZbvk02EY www.bbc.co.uk/history/events/republican_hunger_strikes_maze#p00kk1n6 www.bbc.co.uk/history/events/republican_hunger_strikes_maze#p00hhdr9 www.bbc.co.uk/history/events/republican_hunger_strikes_maze#p00kkk68

Imageswww.google.co.uk/search?q=hunger+strikes+northern+ireland&client=firefox-b-ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjzrsqngcLPAhVsIsAKHXTjARQQ_AUICCgB&biw=1366&bih=631

Changing relations – towards closer co-operation

Reasons for closer co-operation between the Irish and British governments in the 1980s; the terms of the Anglo-Irish Agreement: its significance for relations between Britain, Northern Ireland and the Republic of Ireland and for how Northern Ireland

Websites www.bbc.co.uk/education/guides/z8nv34j/revision http://cain.ulst.ac.uk/events/aia/sum.htm www.britannica.com/event/Anglo-Irish-Agreement

Videoswww.bbc.co.uk/history/topics/troubles_politics#p016l07z

www.bbc.co.uk/news/uk-northern-ireland-34808797 www.rte.ie/archives/2015/1111/741159-anglo-irish-

49

http://www.rte.ie/archives/2015/1111/741159-anglo-irish-agreement/


http://www.bbc.co.uk/news/uk-northern-ireland-34808797


http://www.bbc.co.uk/history/topics/troubles_politics#p016l07z

http://www.bbc.co.uk/history/topics/troubles_politics#p016l07z

http://www.britannica.com/event/Anglo-Irish-Agreement

http://www.britannica.com/event/Anglo-Irish-Agreement

http://cain.ulst.ac.uk/events/aia/sum.htm

http://cain.ulst.ac.uk/events/aia/sum.htm



http://www.google.co.uk/search?q=hunger+strikes+northern+ireland&client=firefox-b-ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjzrsqngcLPAhVsIsAKHXTjARQQ_AUICCgB&biw=1366&bih=631



http://www.bbc.co.uk/history/events/republican_hunger_strikes_maze#p00kkk68



http://www.bbc.co.uk/history/events/republican_hunger_strikes_maze#p00hhdr9



http://www.bbc.co.uk/history/events/republican_hunger_strikes_maze#p00kk1n6



http://www.youtube.com/watch?v=1SJZbvk02EY

http://www.youtube.com/watch?v=1SJZbvk02EY

http://www.bbc.co.uk/history/events/republican_hunger_strikes_maze

http://www.bbc.co.uk/history/events/republican_hunger_strikes_maze






would be governed agreement/ Imageswww.google.co.uk/search?q=anglo+irish+agreement&client=firefox-b-ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj6tdj_hMLPAhUqJcAKHYZjC24Q_AUICSgC&biw=1366&bih=631

The Downing Street Declaration, 1993

The Hume-Adams initiative; the Downing Street Declaration: the key terms and responses to the Declaration in Northern Ireland and its significance for paving the way for the ceasefires

Websites http://cain.ulst.ac.uk/events/peace/docs/dsd151293.htm www.bbc.co.uk/news/uk-northern-ireland-25379328

Videoswww.bbc.co.uk/history/topics/troubles_politics#p016kzyq www.rte.ie/archives/2013/1213/492668-20-years-since-the-downing-street-declaration/ https://www.c-span.org/video/?53040-1/northern-ireland-peace-process http://news.bbc.co.uk/panorama/hi/front_page/newsid_7969000/7969063.stm

BBC John Hume Documentarywww.youtube.com/watch?v=68agPtnsA9M

Imageswww.google.co.uk/search?q=downing+street+declaration&client=firefox-b-ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwimibPKg8LPAhULKsAKHe1-BVAQ_AUICSgC&biw=1366&bih=631


The key terms and responses to the agreement, including the referendum; the significance of the

Websites www.bbc.co.uk/history/events/good_friday_agreement http://news.bbc.co.uk/1/hi/northern_ireland/4079267.stm http://education.niassembly.gov.uk/

50

http://education.niassembly.gov.uk/post_16/snapshots_of_devolution/gfa

http://news.bbc.co.uk/1/hi/northern_ireland/4079267.stm

http://news.bbc.co.uk/1/hi/northern_ireland/4079267.stm



http://www.google.co.uk/search?q=downing+street+declaration&client=firefox-b-ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwimibPKg8LPAhULKsAKHe1-BVAQ_AUICSgC&biw=1366&bih=631



http://www.youtube.com/watch?v=68agPtnsA9M

http://www.youtube.com/watch?v=68agPtnsA9M

http://news.bbc.co.uk/panorama/hi/front_page/newsid_7969000/7969063.stm



https://www.c-span.org/video/?53040-1/northern-ireland-peace-process



http://www.rte.ie/archives/2013/1213/492668-20-years-since-the-downing-street-declaration/



http://www.bbc.co.uk/history/topics/troubles_politics#p016kzyq

http://www.bbc.co.uk/history/topics/troubles_politics#p016kzyq



http://cain.ulst.ac.uk/events/peace/docs/dsd151293.htm

http://cain.ulst.ac.uk/events/peace/docs/dsd151293.htm

http://www.google.co.uk/search?q=anglo+irish+agreement&client=firefox-b-ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj6tdj_hMLPAhUqJcAKHYZjC24Q_AUICSgC&biw=1366&bih=631





Agreement for relations between Britain, Northern Ireland and the Republic of Ireland

post_16/snapshots_of_devolution/gfa

Videoswww.bbc.co.uk/history/topics/troubles_politics#p016kzg2 http://bestfreedocumentaries.org/the-good-friday-agreement/ http://news.bbc.co.uk/panorama/hi/front_page/newsid_7971000/7971694.stm www.youtube.com/watch?v=ZB8FjC3Myzw

Imageswww.google.co.uk/search?q=good+friday+agreement&client=firefox-b-ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjfhcC3g8LPAhXLBcAKHbHmBuMQ_AUICCgB&biw=1366&bih=631

51

http://www.google.co.uk/search?q=good+friday+agreement&client=firefox-b-ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjfhcC3g8LPAhXLBcAKHbHmBuMQ_AUICCgB&biw=1366&bih=631



http://www.youtube.com/watch?v=ZB8FjC3Myzw

http://www.youtube.com/watch?v=ZB8FjC3Myzw




http://bestfreedocumentaries.org/the-good-friday-agreement/

http://bestfreedocumentaries.org/the-good-friday-agreement/

http://www.bbc.co.uk/history/topics/troubles_politics#p016kzg2

http://www.bbc.co.uk/history/topics/troubles_politics#p016kzg2

http://education.niassembly.gov.uk/post_16/snapshots_of_devolution/gfa

Documents

An Introduction to the Planning Framework for Changing ...ccea.org.uk/sites/default/files/docs/qualifications... · Web viewWhole class discussion can follow on what the most important