Growing Up in Northern Ireland

Why is it important to know about the past when growing up in Northern Ireland?

Learning Intentions
Pupils are learning …

Possible Learning, Teaching and Assessment Activities

…to stimulate enquiry about past.

…to recognise that the past still plays an important role in defining the two main communities in Northern Ireland today.

 …to examine evidence and make reasoned inferences from information.
Thinking, Problem-Solving and Decision Making

 …to make connections over historical periods.

…to appreciate that different groups represent and interpret the past differently.

…to make links over historical periods.

…to develop an awareness of bias and interpretation when analysing sources.

Create work stations around the classroom displaying a range of historical artefacts that are a regular feature of life in Northern Ireland , for example, photos of murals, flags, symbols and emblems, music, poetry, TV footage, extracts from newspapers etc.

Useful Resources:

• ‘ Symbols’ CD-Rom The Nerve Centre
• ‘Troubled Images’ CD–Rom, Linen Hall Library

Useful Websites:

Political Wall Murals in Northern Ireland
www.cain.ulst.ac.uk/mural s/

Northern Ireland Photo Gallery: murals, graffiti, marches, and protests
www.people.ku.edu/~kconrad/murals.html

Pupils move around each work station and examine the different artefacts on display. Pupils begin to fill a KWL* grid describing their existing knowledge about each artefact and what it tells them about the past.

As a class, consider if there are any similarities or differences between the artefacts?

The items could also act as a stimulus for the pupils to generate questions for the ‘What I want to know more about’ section of the KWL grid.

Do you see what I see?

Provide pupils with a series of images and facts that illustrate how the same people or events have been interpreted differently by the two communities in Northern Ireland, for example, the Famine, Cromwell, 1642 etc.

Allow pupils time to analyse the sources and think about the following questions:

• How are the events/personalities represented in the sources?
• Do the sources contain fact, fiction, myth or exaggeration?
• How could we test the source for accuracy?
• What further information do I need to find out how the past can be interpreted in Northern Ireland ?

Debriefing

Ask pupils to name:

• 3 things that show why it is important to know about the past when growing up in Northern Ireland today.
• 2 things that they would like to know more.
• 1 question they still want to know the answer to.

Why was Ireland partitioned?

…to seek out questions to structure a historical enquiry.

 …to explain the role that key personalities and groups played in the partition of Ireland .

…to develop a sense of empathy with people from the past.

…to take time to be imaginative.
Being Creative

Partition Activity

In groups, present pupils with some background to the situation in Ireland in 1921. This could be done through a variety of media, for example, video footage, text books, source material etc.

Pupils brainstorm who they think were the key personalities and groups involved with the crisis in Ireland at this time.

A Snowballing* activity could be used to generate a list of questions that pupils would like to ask the key characters, for example:

• Who are you?
• What is your background?
• What are your aims?
• Did you achieve your aims? If not, why not?

In pairs or small groups, pupils choose a person or group to research.

Each group selects a member to role-play the part of the person or group they are researching. Those pupils take part in a Hot Seat* activity, where the rest of the class ask probing questions about their position, perspectives etc.

…to sort and select appropriate information.
Managing Information

 …to working cooperatively with one another and share ideas.
Working with Others

…to use evidence to put across an argument.

…to recognise the causes of an event.

History Mystery!

Give pupils an open hypothetical question relating to the Partition Crisis of 1921. For example, ‘Why did Jimmy Mc Coo, a (fictional) border farmer, lose his barn in 1921?’

Provide groups with some statements written on cards to help them answer the question. This information could consist of about 12 -20 cards containing not only factually correct information but also some irrelevant, misleading or contradictory information.

Each group selects the statements which they think answers the question. Pupils nominate a spokesperson in their group to present their scenario to the rest of the class.

Encourage the rest of the class to compare their answers, asking probing questions to the presenting group about the decisions and choices they made.

To consolidate pupils’ understanding of the complex reasons why Ireland was partitioned ask them to draw up a concept map, mind map, fish bone diagram or flow chart.

What were the consequences of partition?

…to recognise there may be many consequences of an event.

Pupils investigate the short term and long term consequences of partition and present their findings using a Consequence Wheel*.

OR

Pupils identify the short and long term consequences by playing a card sort activity.

Short term consequences could include:

• Setting up of the Free State ;
• Setting up of Northern Ireland ;
• Civil War.

Long term could include:

• The ‘Troubles’;
• Divided communities;
• Armed conflict;
• The Welfare State.

…to make reasoned inferences from information.
Thinking, Problem Solving and Decision Making

…to empathise and explore different opinions on partition.

Provide pupils with an information character card (characters could include a Northern Ireland housewife, middle class lawyer, a border farmer, ship yard worker, a British army soldier, a TD or MP).

Create a spectrum in the classroom, assigning different areas as ‘Happy’, ‘Unhappy’ and ‘Unsure’.

Read out some of the key events from 1920 to 1960. Ask pupils to read the information on their character cards and move towards the place in the classroom which reflects how their character would have felt at this time.

Give pupils the opportunity to justify their choices and decisions.

What steps have been taken to solve problems in Northern Ireland?

…to identify and explain some of the key dates/events from the 1960’s to the present day.

…to design a visual representation of the past in a creative and imaginative way.
Being Creative

…to locate sort and present relevant information.

 …to work collaboratively with peers involving sharing information, resources, roles etc.
Working with Others

Using the “ Ulster at a Crossroads” analogy, pupils design a ‘Road Map’ of the journey Northern Ireland has taken since the 1960s to the present day.

Carry out an ‘Ideas Avalanche’ and record the key dates and events of this period. As a class select ten key dates or events. Pupils in groups research one of the chosen key /events. Encourage each group to think about what a visual interpretation of their event on the road map would look like.

As a class, decide where and how to represent these events and dates on the road map (a ‘stop’ sign, ‘go slow’ sign, ‘danger’, ‘crossroads’, ‘roundabout’ etc).

…to consider historical evidence and make an informed decision.

Tug of War and Peace

Ask some pupils to volunteer to take part in a ‘Tug of War and Peace’. Recall the significant dates they had chosen for their road maps. As a class, decide whether the event pushed the situation forward in Northern Ireland , or pulled it backwards. Pupils justify and explain their reasons.

What direction would you like to see Northern Ireland moving in today?

…to identify some of the key features of Northern Irish society today.

 …to locate, sort and present information in a variety of ways.
Managing Information

…to use their understanding of the past to increase understanding of the present and inform their thinking on the future of Northern Ireland .

As a class research and gather material (magazines, photographs, tourist brochures, newspapers, murals) to illustrate what it is like to live in Northern Ireland and the challenges that still face our society.

Pupils think of a creative way to display their research. Allow pupils time to reflect and discuss the work they have just completed. Use the following questions to prompt discussion:

• What messages is your work sending out?
• Are you happy to live in this kind of society?
• Is this your ideal society? If not, why not?
• Do you think you could make a difference to society? How?
• What do you see as the main challenge facing Northern Ireland today?
• How can we learn to respect the history and traditions of the past?
• Do we in Northern Ireland live too much in the past?
• Can we ever move forward as a society if we can’t forget the past?

Pupils could research other countries in the world that are emerging from conflict and see if there are any lessons that could be learned for Northern Ireland (for example, Iraq, Israel and Palestine). Pupils use Post-It notes to record their thoughts on a message board.

…to discuss and communicate their thoughts and feelings on an issue.
…to actively listen and respect the views of others.
Working with Others

As a follow up activity pupils could invite a panel of community representatives and political leaders to their school for a question and answer session or debate. Pupils could present their ideas and discuss their opinions about issues related to Northern Ireland and its future direction.

Opportunity to assess Communication

Alternatively, pupils could write to their local representatives and political leaders or contact them though the www.wimps.org.uk website.

What have I learned and how?

…to reflect on what they have learned and how.

…to identify aspects of learning that might be improved.
…to develop an awareness of the skills developed.
Self-Management

Pupils reflect on what they learned and how they learned throughout the unit. Ask them to record their thoughts in their History notebooks, using the following prompts:

• What I now know…
• What I now think…
• What I now can do….
• What I would like to find out more about …
• What activity I liked best and why….
• What I enjoyed least and why….
• What I would do differently next time…. etc

Development of Learning Outcomes

• Research and manage information effectively to investigate historical issues, using Mathematics and ICT where appropriate.
• Show deeper historical understanding by thinking critically and think flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate.
• Demonstrate creativity and initiative when developing ideas and following them through.
• Work effectively with others.
• Demonstrate self-management by working systemically, persisting with tasks, evaluating and improving own performance.
• Communicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.

Links with Key Elements

Links with Learning for Life and Work

Citizenship

Personal understanding

Cultural understanding

Mutual understanding

Local and Global Citizenship
Key Concept - Diversity and Inclusion

Personal Development
Key Concept - Self-awareness