Year 9 - History : - The Irish question

Unit title/key question: The Irish question What factors led to the division of the island of Ireland into two states

with two distinct national identities? Term: Autumn Number of hours: 12

Sequence of learning:

Component 1: What was the early relationship like between Britain and Ireland?

Students in this component explore the history of Ireland, specifically how two national identities formed, that would be in conflict with each other for some 500 years. To do this we must go back to the early occupation of Ireland and follow through until the nationalist movement gathered pace in the 19th Century.

The original invasion / occupation of Ireland in 1171 by Henry II. Including the limited extent to which he controlled the land (many area’s were in fact under local chiefdoms who accepted the king but behaved in a non-codified way). This land was in fact a papal possession (Officially belonging to the pope not the king) with legitimacy to England’s arrival being the intention to convert the land to Christianity, in replacement of many pagan traditions. This introduces the concept of nationalism to the students as Ireland’s adoption of Catholicism, and its place within national identify, and machines of control at this time mirrored that in England. Thus providing a source of unity between the two countries at this stage.

The impact of the reformation of Henry VIII led to England being declared a crown territory (property of the English King) – This sees the start of the conflict as whilst England’s national identity was being forcibly changed. Through both strong machines of state control by Henry VIII and some willingness to accept the new influences of Protestantism. This was not the case in Ireland, and the conflict between the two nations is introduced here as the national identities become less intertwined.

The earliest rebellion to English Rule is introduced here (the 9 year war of 1594). Attitudes against English occupation has been argued is a key feature of Irish Nationalism, leading to some 500 years of conflict and here students are introduced to the origins of the movement. With the clans of Ulster coming together to try and end English Occupation. This was

unsuccessful and led to local leaders leaving their lands and Ireland.

The subsequent power vacuum created by the 9 year war led to the establishment of the Ulster plantations. The award of the land to Scottish and English Protestants to fill the power vacuum in Ireland, and the subsequent religious / political division in Ireland. With a unionist protestant north emerging and a growing nationalism in the south based around Catholicism.

Students explore the conflict in Ireland over time, the causes of the conflict at specific points and the methods of conflict resolution. Evaluating the extent to which they were successful and the rationale within the context of the period being studied.

To do this we consider conflict resolution at the following key stages

The English Protectorate o The first event to be considered – 1641 Irish Rebellion, in which the Catholics declare a confederacy and self-rule.

This is unchallenged by England at the time due to the ongoing Civil War. However upon conclusion of this, Oliver Cromwell’s seizure of power and the subsequent Penal laws which extensively limited the Catholics ability to hold public office, own land or retain wealth and firearms was successful in maintaining control. But offered a practical solution only, as the outcome of the resolution in fact generated more anti British resentment. Students are encouraged here to explore the difference between short and long term conflict resolution. – This event is considered as one where force is the only machine of change used.

Siege of Drogheda – o 3rd – 11th September 1649 - Key strategic point on the route between Dublin and Ulster in the north. On 10 September

Cromwell began an artillery bombardment of the walls. These were breached the next day, but the gap created was too small to allow troops to enter the city. Twice they were repelled until Cromwell himself led an assault and overwhelmed the defenders on September 11.

o The carnage inside the city was appalling. Cromwell’s troops massacred nearly 3,500 people, including 2,700 royalist soldiers and any man with a weapon. his troops also killed priests and monks on sight and set light to a Catholic church sheltering some soldiers. Civilians

as well as soldiers were massacred. This inevitably led to a change in perceptions

Students then go on to consider the effects of the Potato famine and subsequent Migration from Ireland before the 19th Century

Between 1845 – 49 a disease called ‘Phytophthora infestans’ ruined up to one-half of the potato crop in 1845 , and about three-quarters of the crop over the next four years. Because the tenant farmers of Ireland—then ruled as a colony of Great Britain—relied heavily on the potato as a source of food, the infestation had a catastrophic impact on Ireland and its population.

Government Responses

Robert Peel – Key choice between banning the wealthy Irish from exporting grain to Britain and force them to accept lower prices off the Irish Rural poor or import grain into Ireland

In 1846 Peel shipped Indian corn to Ireland and arranged for it to be sold at a cheap price. This was a challenge as it’s hard to

reach much of rural Ireland – Plus many didn’t know how to cook it. Peel also set up the relief work scheme – In which the rural poor were paid to work on government projects, although wages were low and good prices high – this did help many people survive. Relief committees were also established, collecting money from the wealthy to feed the poor was unpopular - & These people were often the voters! No people died in 1845 of the famine Although due to this being seen as too generous Peel lost the next general election.

John Russell – Took a less generous approach believing it wasn’t the governments job to interfere with the economy. His decision to pay the workers on the relief schemes out of local rates led to low wages in poverty. On the whole due to the fact few people were paying rates – so the pay ended up at 8 -10 pence per day which wasn’t nearly enough, payment was often delayed and some 750,000 people had signed up by March 1847. Many too weak to actually work properly. By 1847 the government had to admit this wasn’t working and a version of the original scheme returned

The Destitute Poor (Ireland) Act 1847 Soup kitchens were set up in all but three of Ireland's 130 Poor Law Unions and the rations were being given to

• 780,000 people by May.

• 2,700,000 buy the start of June

• At their peak, in mid August, over three million people were being fed daily by the scheme

By the time it ended in 1849, the Potato Famine resulted in the death of roughly one million Irish from starvation and related causes, with at least another million forced to leave their homeland as refugees.

20 – 25% of the total population

Students focus on Cause, effect and consequence at each stage of this process to establish culpability.

Irish Migration to the United states

In light of the famine, many Irish moved for a better life in the United States.

Census figures show an Irish population of 8.2 million in 1841, 6.6 million a decade later, and only 4.7 million in 1891

About 33 million Americans — 10.1% of the total population — identified as being Irish in the 2017 American Community Survey

Generally meant they got the wealthier migrants, as only 4% had their passage paid for In reality most spent all they had on the voyage so were destitute on arrival As a result many stayed close to where they arrived in ports such as new York. To Stop the influx the US Gov introduced a £7 minimum fare. This should be viewed in the broader context of the settlement of America, expansion west and the perception of America as the ‘land of opportunity’

Many Irish ended up pursuing the California gold rush of 1848 or working in low paid manual jobs. Often with extensive overcrowding. An example is Below Canal Street, there were seven wards with 163.5 people per acre in 1850, compared to 94.5 persons in 1820.

The average block of flats housed 272.5 persons by 1855 , compared to 157.5 in 1820

Students also consider the role of the ‘Navvies’ – The manual workers who built Albert Dock in Liverpool, much of the UK Canal network, and cleared much land for building and development.

This component ends with a recognition by Prime Minister Tony Blair of England’s role in this and the following subsequent apology.

“The famine was a defining event in the history of Ireland and Britain. It has left deep scars. That one million people should have died in what was then part of the richest and most powerful nation in the world is something that still causes pain as we reflect on it today. Those who governed in London at the time failed their people.”

As an ongoing theme students explore the cultural heritage of Ireland through the following pieces of music

Streets of New York – About Irish Migration to America

Fields of Athenry – A tale about a man transported from Athenry for stealing food during the great Famine

Curse you Oliver Cromwell – A traditional Irish song that captures the feeling towards Cromwell in Ireland

Rising of the moon – Song about the 1798 rebellion in Ireland

In order to be successful at this component, students will complete the following end of component assessment

Component 2: How did the conflict in 20th Ireland take shape?

Through unsuccessful democratic attempts at creating change leading to rebelliono Students explore the home rule movement in Ireland beginning with the first in 1886 which failed in the house of

commons, the second in 1892 passed the commons but failed in the lords (demonstrating a move forward in terms of changing attitudes) the third in 1914 was a success. However the start of WW1 deprioritised the Irish question within parliament. This led to another nationalist divide in Ireland, with many going into WW1 under the British flag, and yet in 1916, again during a time of conflict for Britain the Easter Rising occurred. This was unsuccessful, due to not only a lack of support and co-ordination, the unsuccessful attempts to import weapons from Germany and national perceptions in Ireland of ‘Germany being a mutual enemy to fight’ at the time. Britain’s firm response however, and subsequent execution of key leaders, did however re-invoke the nationalist question of the legitimacy of Britain’s intervention.

The emergence of Gorilla Warfareo This began in 1919 with the Irish War of independence and comes to a head with Bloody Sunday 1920. In which two

RIC police officers were killed in an attempt to steal explosives being escorted to a quarry, this led to a backlash from British forces against key leaders. The Irish response of systematically assassinating members of the ‘Cairo gang’ – A group of British intelligence officers working to uncover the actions of the group led to the British search of a major football stadium for firearms. Resulting in the death of 14 Civilians and 70 injuries. This was condemned by the British authorities as unauthorised but had a significant effect on enhancing Anti-British nationalist attitudes as a result and encouraging support for the rebel groups.

Students then explore the origins and key events of the troubles – Linking to prior knowledge around the Civil rights movement in America (Which largely concluded in 1968 with the passing of the Civil rights act) At this time the civil rights movement was building momentum in Northern Ireland led by NICRA against

o Perceived unfairness regarding the allocation of houses with favouring of protestants in Derryo Plural voting – that meant a protestant minority held power over a largely catholic majority due to wealth distribution.

Additional votes were granted to those with multiple properties or businesses, the socioeconomic divide meant this provided the Protestants with an advantage. Resulting in a protestant controlled authority despite a far larger catholic demographic.

o The Civil rights march of 1968 and the decent into violence, the role of the apprentice boys march (a traditional event

that celebrated the role of William of Orange on maintaining the union_ and how this may have escalated the conflict and resulted in the bog side riots of the same year.

o The start of operation Banner – the deployment of British troops in Northern Ireland due to a perceived break down in law and order.

Students have been introduced to these methods in the preceding empire unit in brief when considering how / why the empire collapsed and the various ways nations gained their independence in different forms. To understand this component exploration of not only the effectiveness of each method of conflict resolution is necessary but also why this may have been appropriate in the context of the society. With consideration of how the evolving diplomacy of world powers, and move away from conflict through war impacted on ending a conflict that spanned some 500 years.

As an ongoing theme students explore the cultural heritage of Ireland through the following pieces of music

Spandau Ballet – Through the barricades. A Northern Ireland love story about the division created by the Peace walls in Northern Ireland

The Foggy Dew – An Irish protest song about the 1916 Easter Rising

Winnie O Neil – Nathan Carter Song about the challenges of an Irish Couple on their migration to America

To be successful at this component students will complete the following end of component assessment

Component 3: What was Ireland like during the troubles?

Students revisit key events of the previous component taking a critical look at how led to the development of nationalism in favour of, or against the union with England.

For instance

The legitimacy of the British military response during Operation Banner, with traditional ideas of Irish nationalism, the desire to assert their independence for instance in direct conflict with a unionist attitude that favoured legitimate control.

How the troubles mirrored the earlier conflicts, being fought with a similar difference of opinion in mind. For instance how the same event can be viewed with two perceptions. Examples including;

o the assassination of the British Cairo gang, as both a legitimate act of war, and an act of terrorism

o Internment policy – the imprisonment without trial of those suspected of terrorism across Ireland. Some in Ireland

believed these individuals to be soldiers and thus exempt from this policy

Key events of Operation BannerBegan on 14 August 1969 at the request of the Northern Irish Government to restore Order across Ireland

At the peak of the operation in the 1970s, about 21,000 British troops were deployed 1,441 serving British military personnel died in Operation Banner. The British military killed 307 people during the operation, about 51% of whom were civilians and 42% of whom were members of republican paramilitaries.

Ballymurphy Massacre

Between 9th and 11th of August 1971, over 600 British soldiers entered the Ballymurphy area of West Belfast, raiding homes and rounding up men believed to be involved in the IRA, at a period of internment. The subsequent conflict led to the death of 11 Civilians

This is used as a case study for the following

Joan Connolly – Initially welcomed the soldiers into her home (highlighted initial perceptions of the military but was subsequently shot when failing to observe a 36 hour curfew put in place by the British Military

Extent of Civilian involvement – Women in particular raised the alarm by the banging of dustbin lids, students explore the extent to which they were involved in the conflict as a whole.

Events of Bloody Friday 1972 & escalating violence

o IRA opened fire on workers leaving the Mackies engineering works in west Belfast. Although the factory was sited in a Catholic area it had an almost entirely Protestant workforce on 17 th May 1972. IRA kidnapped and shot dead William Best (19) who was a member of the Royal Irish Rangers (a regiment of the British Army) on 21 st May 1972. Francis Rowntree, an 11 year-old Catholic boy, was killed by a 'rubber bullet' fired by the British Army on Sunday 22nd April 1972. A 13 year old Catholic girl was shot dead by Loyalist paramilitaries in Ballymurphy, Belfast on Sunday 14 th May 1972. Shootings between IRA & Loyalists in the Old Park area 11th June 1972

o Facing a backlash the IRA called a ceasefire and a press conference on 30 th May meeting the British on 7th July for talks. Demanding full British Withdrawal – When peace talks broke down gun battles began on 9 th July

o The events of Bloody Friday are then explored – The systematic bombing of key targets across Belfast at the end of the 12th Fortnight to both demonstrate power and weaken economic locations. The bombings happened during an 80-minute period on the afternoon of Friday 21 July. At least 24 bombs were planted; at least 20 exploded and the rest failed to detonate or were defuse. The role of the Samaritans is explored as is the IRA’s system of providing warnings ‘ although this is critically evaluated in the context of the known capacity of emergency services that were unable to respond leading to civilian casualties

Operation Motorman

British Government response on 31st July 1972 to continued conflict 22,000 soldiers and a fleet of vehicles roll into Northern Ireland to retake the ‘no go area’s held by the IRA. Firing CS Gas, and flattening the barricades. The IRA knowing they couldn’t take on the government in open battle withdrew early. Leading to a restructuring of the IRA into smaller units.

Manchester and Ceasefire

80,000 people had come to Manchester to watch England V Scotland in the Euro’s on 15 th June 1996 Just before 9.20am, the streets had already begun filling up with crowds when two men in hooded anoraks and sunglasses

left a heavily loaded Ford Cargo van outside Marks and Spencer on the corner of Cannon Street and Corporation Street. It was parked on double yellow lines with its hazard lights flashing.

Three minutes after the van was abandoned, a traffic warden slapped a ticket on it. Some time after 9.38am a man with an Irish accent called Granada TV, Sky News, Salford University, North Manchester General Hospital and the Garda police in Dublin to warn a bomb would go off in one hour. He gave the location and used a code word known to Special Branch.

By 11.10am, the heart of Manchester city centre was deserted When the bomb exploded at 11:16, the blast could be heard from 15 miles away. It issued a force so powerful, knocking

people to the ground and blowing out virtually every window within half a mile, leaving a 15m crater around it.

A Ceasefire was declared on 20 July 1997 beginning peace talks Initially without Sinn Féin who entered the all-party talks on 15 September 1997 having agreed to the Mitchell Principles (That they would decommission their weapons which they initially were opposed too

Good Friday Agreement

Students then explore the key terms of the Good Friday agreement which include,

o The acceptance of the Irish constitution that Northern Ireland will remain in the union and is separate from the republic

o Full withdrawal of British troops from Irelando Reform to the Royal Ulster Constabulary o Release of all prisoners on both sides

Following the subsequent referendum and acceptance of the agreement students are asked in conclusion to reflect on the outcome of the conflict over time, and the long term implications on creating two National identities within one, previously united nation state. As a result of 500 years of social change.

Miscarriage of Justice – Birmingham six

21 November 1974 -  21 people were killed (ten at the Mulberry Bush and eleven at the Tavern in the Town) and 182 people were injured. A third device, outside a bank in Hagley Road, failed to detonate. All six men charged had lived in Birmingham since the 1960s. All the men except for Callaghan had left the city early on the evening of 21 November from New Street Station, shortly before the explosions. They were travelling to Belfast to attend the funeral of James McDade, an IRA member whom they all knew. McDade had accidentally killed himself on 14 November when his bomb detonated prematurely while he was planting it at a telephone exchange in Coventry.

On 12 May 1975 the six men were charged with murder and conspiracy to cause explosions In 1985, the forensic evidence was exposed by scientists as unreliable at best an appeals judge conceded that the same

results could be obtained from testing people who recently touched playing cards or cigarette paper. The men claimed the confessions had been beaten out of them in the police station. In March 1991 they were finally released from Prison and the Birmingham CID dispanded

Students then return to consolidate their understanding of how these two factions emerged

The cultural revival in Ireland – Throughout the unit students are exposed to forms of music and art work within Ireland that give clues as to the conflict itself. Particular attention is given to the murals of the peace walls and the extent to which traditional Irish protest songs of the 19th Century still feature in popular Irish music today, and how the more recent releases often mirror those of their predecessors.

The way in which the two conflicting factions are split geographically into north and south, and how this led to the partition of Ireland over a gradual period of time.

Man from the Daily Mail – Irelands Call – Students explore why this may be controversial The Town I love so well – A song about the violence in DerryLord of the dance – An upbeat conclusion to the unit celebrating the extent of Irish Culture around the world!

To be successful at this component students complete the following end of component assessment

Knowledge & vocabulary

Substantive knowledge (core in BOLD)

The early occupation of Ireland by Henry II The Impact of the reformation, on England and how this may be mirrored in Ireland The 17th Century Irish conflicts, and their resolution, including the settlement of protestant power

holders, and the Penal laws of Oliver Cromwell The causes, effects and response to the potato famine How Northern Ireland and the republic of Ireland came into being including the key points in the

home rule debate and their subsequent treaties. The Easter rising of 1916 – Causes, events and perceptions The role of NICRA and the Civil rights march of 1968 Key events of Operation Banner, & the within the troubles, including the Bogside riots, operation

Motorman, internment policy and mainland terrorism Details of the good Friday agreement

Disciplinary knowledge

Ability to critical evaluate the message of a broad range of historical sources, their purpose and usefulness

Ability to evaluate the significance of events and form a balanced argument based on sound historical evidence

Ability to recognise the role of both direct and indirect involvement on the development of a nation through time

Ability to recognise that social development is part of a wider pattern of change, influenced by a range of interlinking factors.

Vocabulary

Subject methods and resources

Teacher led PowerPoint lessons, planned to a high quality

Broad range of historical sources of different types being available for independent analysis by students

Effective use of active teaching to allow students to ‘visualise’ what they are learning about in the context with which it exists

Prior Knowledge This unit directly makes links to the following elements of prior knowledge as a means of developing schema

Year 7 – The impact of the reformation.- This is essential as this forms a logical start point for discussing the conflict in Ireland.

Year 9 – Empire. – Students knowledge of how the geopolitical landscape of the world changes is essential here for recognising features of Ireland’s division and the similarities with those of other Empire nations.

Assessment of components and summative assessment of the unit (composite).

Components:

Each component will be assessed by considering students ability to synthesise information and form an informed opinion based on the evidence. This unit is largely centred around interpretation of an events significance, or the most significant reason behind an event.

Embedded disciplinary components that feature throughout such as source analysis will be assessed using a ‘we do’ whole class approach with teacher being aware of weaknesses within a cohort and directing support as appropriate through live marking during tasks.

Composite:

At the end of the unit pupils will be assessed on their ability to create an informed, yet balanced argument that considers what led to Ireland’s evolving national identities and how there difference have potential for both division and unity.

Write a narrative account explaining the conflict between Britain and Ireland between 1152 - 1998

Likely misconceptions and suggested strategies to tackling them

That students form and justify a personal viewpoint from their own rather than a historical perspective

In this instance students can be asked to argue and justify an alternative perspective to their own based on historical evidence.

The use of ‘prompt points’ as are seen in the GCSE exam is also present to guide students of what they could potentially include with the assessment focus being on creating a historical argument, routed in fact.

Low Stakes:

Students in character of a nation state when answering ethical questions, use of teacher questioning, ‘to what extent’ lines formed across the classroom. Effective use of plenary’s (built to encourage students to have an opinion on the day’s lesson) -

DO NOW Tasks will also be utilised to promote effective memory recall.