This document provides an overview of key events in Belfast during World War 2, beginning with the city's unpreparedness at the start of the war and lack of civil defense. It describes the initial German air raids on Belfast in 1941 that caused widespread destruction and loss of life, the largest loss from a single raid outside of London. The document outlines the continued blitz on Belfast and massive evacuations from the city due to damage and poor living conditions exposed by the bombings. It concludes with the American presence in Northern Ireland during the war and change in leadership.
Example of research subjects and resourcessiobhanpdst
This document provides examples of potential topics and sources for history research studies for the Leaving Certificate in Ireland. It outlines topics in 10 sections, including contributions of individuals, historical incidents of change, scientific/technological advances like printing, and locally significant studies. For each topic, it suggests sample titles and cites primary and secondary sources to support student research. The goal is to offer a richness of options rooted firmly within the syllabus guidelines.
This document provides teaching materials for a history lesson on Belfast during World War II. It includes an overview of how the war affected Belfast through bombings and increased industry. It also explores how Belfast contributed to the war through shipbuilding, aircraft production, and intelligence gathering. Students are guided through an inquiry-based approach to analyze primary sources and assess the historical significance of Belfast during this time period. Critical thinking skills like sourcing and card sorting activities are suggested to help students better understand the topic.
This document provides an introduction to a case study on the Apprentice Boys of Derry. It outlines that the Apprentice Boys are a brotherhood founded in 1814 to commemorate events during the siege of Derry in 1689. The annual celebrations in Derry have been viewed as provocative by some. The documents included cover different perspectives on the culture and religion dimension of politics and society in Northern Ireland from 1949-1993 related to the Apprentice Boys, including views on ecumenism, cultural identity, and responses to the Troubles from both Northern Ireland and the Republic. Key concepts that can be explored through the documents include ecumenism, bigotry, cultural traditions, cultural identity,
This document provides an introduction and overview of the 1913 Dublin Lockout, a major industrial dispute between employers and trade unions that had wide-ranging political and social impacts. It summarizes that the lockout took place against a backdrop of urban poverty in Dublin and was centered around issues of worker rights and union recognition. It describes the main protagonists as Jim Larkin, leader of the Irish Transport and General Workers' Union, and William Martin Murphy, head of Dublin's Employers' Federation, who saw the dispute as a personal battle. The documents that follow in the case study aim to illustrate the perspectives and tactics of both sides as the bitter dispute escalated, involving police violence and leaving thousands of workers without jobs or means of
This document provides an introduction to a case study on the 1885-1886 elections in Ireland and the rise of the Home Rule movement. It summarizes that the 1885 election saw Charles Parnell's Irish Parliamentary Party sweep to victory, winning 86 seats, bolstered by support from the Catholic Church. This victory convinced William Gladstone to support Home Rule. However, the introduction of a Home Rule bill in 1886 split the Liberal Party, with Joseph Chamberlain leading Liberal Unionists who opposed Home Rule. The bill was narrowly defeated. The document provides biographical notes on the key figures involved and outlines the documents included in the case study to illustrate the arguments for and against Home Rule during this pivotal period.
This document provides background information on Irish artist Evie Hone and TV presenter Gay Byrne. Regarding Evie Hone, it summarizes that she studied art in London and Paris where she was introduced to cubism and modernism. Her paintings were rejected in Ireland but she helped establish the Irish Exhibition of Living Art. She is renowned for her stained glass works. Regarding Gay Byrne, it notes he hosted the influential TV show "The Late Late Show" from 1962-1999, which discussed controversial topics and reflected changes in Irish society, highlighting issues like women's rights and attitudes toward Irish culture. Historians are quoted saying the show expanded public discussion in Ireland on previously taboo topics.
The document provides contextual information about Belfast during World War II. It discusses how Belfast contributed strategically and industrially to the British war effort through shipbuilding, aircraft production, and other industries. However, Belfast was initially ill-prepared for German air raids, which began in April 1941 and caused significant damage, disruption, and loss of life over the course of four major attacks. The raids increased tensions with the London government and led to leadership changes in Northern Ireland. By 1943, Belfast had strengthened its role in the war through naval operations and increased industrial production with support from the United States.
The document provides background information on the origins and early history of the Gaelic Athletic Association (GAA) in Ireland from 1884 to 1891. It discusses how the GAA was founded to promote Irish nationalism through traditional Gaelic games like hurling and Gaelic football, as an alternative to British sports. The GAA gained support from nationalist leaders but also had links to more militant nationalist groups like the Irish Republican Brotherhood. It struggled with internal political divisions between moderate and more radical nationalists, and faced scrutiny and opposition from the British authorities. The GAA worked to codify and promote hurling and football as organized modern sports integral to Irish identity and independence.
Example of research subjects and resourcessiobhanpdst
This document provides examples of potential topics and sources for history research studies for the Leaving Certificate in Ireland. It outlines topics in 10 sections, including contributions of individuals, historical incidents of change, scientific/technological advances like printing, and locally significant studies. For each topic, it suggests sample titles and cites primary and secondary sources to support student research. The goal is to offer a richness of options rooted firmly within the syllabus guidelines.
This document provides teaching materials for a history lesson on Belfast during World War II. It includes an overview of how the war affected Belfast through bombings and increased industry. It also explores how Belfast contributed to the war through shipbuilding, aircraft production, and intelligence gathering. Students are guided through an inquiry-based approach to analyze primary sources and assess the historical significance of Belfast during this time period. Critical thinking skills like sourcing and card sorting activities are suggested to help students better understand the topic.
This document provides an introduction to a case study on the Apprentice Boys of Derry. It outlines that the Apprentice Boys are a brotherhood founded in 1814 to commemorate events during the siege of Derry in 1689. The annual celebrations in Derry have been viewed as provocative by some. The documents included cover different perspectives on the culture and religion dimension of politics and society in Northern Ireland from 1949-1993 related to the Apprentice Boys, including views on ecumenism, cultural identity, and responses to the Troubles from both Northern Ireland and the Republic. Key concepts that can be explored through the documents include ecumenism, bigotry, cultural traditions, cultural identity,
This document provides an introduction and overview of the 1913 Dublin Lockout, a major industrial dispute between employers and trade unions that had wide-ranging political and social impacts. It summarizes that the lockout took place against a backdrop of urban poverty in Dublin and was centered around issues of worker rights and union recognition. It describes the main protagonists as Jim Larkin, leader of the Irish Transport and General Workers' Union, and William Martin Murphy, head of Dublin's Employers' Federation, who saw the dispute as a personal battle. The documents that follow in the case study aim to illustrate the perspectives and tactics of both sides as the bitter dispute escalated, involving police violence and leaving thousands of workers without jobs or means of
This document provides an introduction to a case study on the 1885-1886 elections in Ireland and the rise of the Home Rule movement. It summarizes that the 1885 election saw Charles Parnell's Irish Parliamentary Party sweep to victory, winning 86 seats, bolstered by support from the Catholic Church. This victory convinced William Gladstone to support Home Rule. However, the introduction of a Home Rule bill in 1886 split the Liberal Party, with Joseph Chamberlain leading Liberal Unionists who opposed Home Rule. The bill was narrowly defeated. The document provides biographical notes on the key figures involved and outlines the documents included in the case study to illustrate the arguments for and against Home Rule during this pivotal period.
This document provides background information on Irish artist Evie Hone and TV presenter Gay Byrne. Regarding Evie Hone, it summarizes that she studied art in London and Paris where she was introduced to cubism and modernism. Her paintings were rejected in Ireland but she helped establish the Irish Exhibition of Living Art. She is renowned for her stained glass works. Regarding Gay Byrne, it notes he hosted the influential TV show "The Late Late Show" from 1962-1999, which discussed controversial topics and reflected changes in Irish society, highlighting issues like women's rights and attitudes toward Irish culture. Historians are quoted saying the show expanded public discussion in Ireland on previously taboo topics.
The document provides contextual information about Belfast during World War II. It discusses how Belfast contributed strategically and industrially to the British war effort through shipbuilding, aircraft production, and other industries. However, Belfast was initially ill-prepared for German air raids, which began in April 1941 and caused significant damage, disruption, and loss of life over the course of four major attacks. The raids increased tensions with the London government and led to leadership changes in Northern Ireland. By 1943, Belfast had strengthened its role in the war through naval operations and increased industrial production with support from the United States.
The document provides background information on the origins and early history of the Gaelic Athletic Association (GAA) in Ireland from 1884 to 1891. It discusses how the GAA was founded to promote Irish nationalism through traditional Gaelic games like hurling and Gaelic football, as an alternative to British sports. The GAA gained support from nationalist leaders but also had links to more militant nationalist groups like the Irish Republican Brotherhood. It struggled with internal political divisions between moderate and more radical nationalists, and faced scrutiny and opposition from the British authorities. The GAA worked to codify and promote hurling and football as organized modern sports integral to Irish identity and independence.
The sunningdale agreement and power sharing executive, 1973 1974siobhanpdst
The document provides information about a case study on the Sunningdale Agreement and the power-sharing executive in Northern Ireland from 1973 to 1974. It includes an introduction to the context and key events, biographical notes on important figures, a glossary of terms, and a list of documents relevant to analyzing the case study. Specifically, it summarizes the Sunningdale Agreement which established power-sharing and a Council of Ireland, the establishment and collapse of the power-sharing executive amid unionist protests and strikes, and the variety of perspectives represented in the selected documents.
Treaty negotiations booklet final 4 4-12siobhanpdst
The document provides context and background information on the Treaty negotiations that took place between British and Irish representatives from October to December 1921 in London. It includes a timeline of key events leading up to the negotiations, biographical information on the delegates, and definitions of important terms related to the negotiations. The negotiations aimed to resolve the ongoing conflict in Ireland and establish terms for self-government, ultimately resulting in the signing of the Anglo-Irish Treaty on December 6, 1921.
This document provides background information on a case study about the establishment of a new university in Northern Ireland in the 1960s. It summarizes that the Northern Irish government appointed a committee, led by John Lockwood, to examine the needs for higher education and consider establishing a second university. There was debate around whether the new university should be located in Coleraine or Derry. The choice of Coleraine was seen by some as favoring unionists and neglecting Derry's Catholic population. Protests arose from Derry around perceived civil rights issues and neglect of the city. After much debate, a compromise was reached to absorb Magee College in Derry into the new university. However, this only came after loss of
The document provides teaching resources on using a case study of the 1936 Jarrow March to develop students' critical thinking skills. It includes background information on the march, sources from the time period, discussion questions, and activities. Sections cover the context and causes of the march, what happened during the march, its impact at the time, and its historical significance in highlighting unemployment and poverty in Britain in the 1930s. The resources are designed to guide students through an inquiry-based approach to critically examining the event.
The document discusses several posters related to key events in the Northern Ireland conflict from 1968-2007. It provides historical context and commentary on posters commemorating Bloody Sunday, opposing internment, reacting to the Sunningdale and Anglo-Irish Agreements, and responding to events like the Omagh bombing and Bobby Sands' hunger strike. The posters represented important political and social viewpoints and helped shape narratives around major turning points in the peace process.
The Troubles refers to the 30-year period of violence in Northern Ireland between Nationalist Catholics who wanted to unite with Ireland and Unionist Protestants who wanted to remain part of the UK. This violence was carried out by paramilitary groups like the IRA and resulted in over 3,000 deaths and tens of thousands injured. Key events included Bloody Sunday, internment without trial, hunger strikes, and the Omagh bombing. The Good Friday Agreement in 1998 largely ended the violence by establishing power sharing and recognizing both communities.
The document summarizes the religious conflict known as "The Troubles" that occurred in Northern Ireland between 1969-1999. It describes how Protestant domination led native Irish Catholics to become second class citizens and eventually fight for independence. This created divisions between unionists who wanted to stay in the UK and republicans who wanted to join Ireland, fueling violence between loyalist and nationalist paramilitary groups like the IRA. Bloody Sunday exacerbated the conflict into a period of bombings and shootings known as "The Troubles" before the Good Friday Agreement brought the hostilities to an end.
During World War 2, Ireland declared neutrality. This was difficult to maintain given Ireland's reliance on imports and vulnerability to invasion. The Irish government interned IRA members and German spies to preserve neutrality. Ireland experienced shortages due to supply issues. Dublin was bombed by Germany, though they claimed it was accidental. Overall, Ireland balanced maintaining neutrality while supporting the Allied cause through trade.
The document outlines the key parties and events involved in The Troubles in Northern Ireland between the late 1960s and 1990s. The main parties included Protestant groups like the UVF who used violence against Catholic civilians, and Catholic/Nationalist groups like the IRA who also used violence in their campaign for a united Ireland. The British Army was deployed to restore order but their tactics exacerbated tensions, especially the policy of internment without trial which alienated Catholics. Key events included Bloody Sunday and the 1981 hunger strikes, while the 1998 Good Friday Agreement eventually established a power-sharing government and marked a reduction of violence.
The Development Of Cultural Nationalismsamuel valko
The development of cultural nationalism in Ireland in the 1890s was a reaction against modernization and a search for cultural identity. Constitutional nationalism had been associated with modernization, alienating the growing petty bourgeoisie class. Cultural nationalism provided an opportunity for women and lower middle classes to engage in politics. The Gaelic League, founded in 1893, successfully promoted the Irish language and culture as a way to develop a distinct Irish national identity and appeal to various classes and religions, amid the failure of constitutional nationalism and growth of the petty bourgeoisie class seeking cultural roots and political engagement.
The document discusses the origins and early development of cultural nationalism and Gaelic organizations in Ireland in the late 19th century. It describes how the Gaelic Athletic Association (GAA) was founded in 1884 by Michael Cusack and others to preserve traditional Irish sports like hurling and Gaelic football. It also discusses how the Gaelic League was established in 1893 by Douglas Hyde and Eoin MacNeill to promote the Irish language. Both organizations grew rapidly and helped foster Irish culture and nationalism.
The document provides an overview of the conflict in Northern Ireland, which has roots in religious and political divisions between Protestant Unionists who want to remain part of the UK and Catholic Nationalists who seek reunification with Ireland. It killed thousands from 1969-1999 during a period known as "The Troubles." While peace has largely held since the 1998 Good Friday Agreement, underlying tensions and issues of national identity, rights, and independence remain. The conclusion maintains Northern Ireland is in a strong position as part of the UK but that changing sectarian attitudes is key to preventing future conflict.
- In the 1960s, a committee was formed to examine the need for a second university in Northern Ireland after Queen's University in Belfast reached capacity. Two sites, Coleraine and Magee College in Derry, lobbied to host the new university.
- The Lockwood Committee recommended Coleraine as the site in 1965, proposing to close Magee College. This sparked bitter protests in Derry and accusations of bias towards Unionist interests.
- Despite heated debates, the Unionist government approved Coleraine. Magee College was absorbed into the new University of Ulster instead of becoming part of the University of Coleraine as originally proposed. Tensions remained high over perceived
The document summarizes the conflict known as "The Troubles" that plagued Northern Ireland from 1969 to 1998. It describes the two main communities in Northern Ireland - the unionists who want to remain part of the UK and are mostly Protestant, and the republicans who want Northern Ireland to join the Republic of Ireland and are mostly Catholic. It traces the origins of the conflict back to the partition of Ireland in 1921 and outlines key events like the civil rights movement of the 1960s, sectarian riots in 1969 that marked the start of The Troubles, and the rise of paramilitary groups like the Provisional IRA and UVF. Over 3,600 people were killed during the 30-year period of violence between the two
The document provides background information on the conflict in Northern Ireland known as "The Troubles":
- The conflict began in the late 1960s but has roots dating back to the 17th century involving questions of nationality, sovereignty, and colonialism.
- The community is divided between mainly Protestant unionists who want to remain in the UK, and mainly Catholic nationalists who want Northern Ireland to join the Republic of Ireland.
- Over 3,000 people have died since the conflict intensified in 1969, making it Europe's second deadliest conflict after Yugoslavia. While often portrayed as religious, the core issues involve nationality and colonialism.
The effect of war-time censorship on historical sources regarding the North Strand Bombing in 1941. A talk by Kevin O'Connor at the North Strand Bombing and the Emergency in Ireland seminar held at Dublin City Library & Archive on Saturday, 29th May 2010.
https://northstrandbombing.ie/
The document provides a historical overview of Ireland and Northern Ireland covering several key events:
- Ireland was colonized by England in the 12th century and fully controlled by the 1500s. Protestants settled in Northern Ireland in the 1600s.
- In the early 20th century, Ireland fought for independence through the Easter Rising and a guerilla war against Britain, resulting in the partition of Ireland in 1922.
- Sectarian tensions grew between Protestant and Catholic communities in Northern Ireland, fueling ongoing conflict known as The Troubles from the 1960s-1990s over independence, civil rights, and national identity.
During World War 2, Ireland declared neutrality to assert its sovereignty and independence following the partition of Ireland in 1921. Ireland pursued a policy of pro-Allied neutrality by secretly assisting Britain through weather reports and allowing escaped Allied prisoners while maintaining economic trade. This policy was popular among the Irish people who were spared the suffering of war but it created tensions with Britain and the United States who wanted Ireland to join the Allied effort more directly. The war had significant economic impacts on Ireland through rationing, unemployment, inflation, and difficulties obtaining imports.
The document discusses the history of Irish republicanism and the IRA from their origins in the late 19th century up through the Irish War of Independence and subsequent Irish Civil War. It covers events like the Easter Rising of 1916, the First Dáil declaration of independence, the Anglo-Irish War from 1919-1921, and the split in the IRA that led to the civil war between pro-Treaty and anti-Treaty factions in 1922.
Approaches to teaching history in transition year, october 2013siobhanpdst
This document provides guidance for teaching history in Transition Year. It emphasizes using active learning strategies to develop students' skills like research, critical thinking, and literacy. Specific approaches discussed include using primary sources, songs, photographs, student research projects, and scaffolding writing with internet sources. Sample modules on topics like the Flight of the Earls and Hiroshima are also included to illustrate how these strategies can be applied. Assessment in Transition Year should utilize a variety of formats beyond exams to evaluate students' broader set of skills and experiences.
This document discusses developing critical thinking skills in students through document-based study in history. It outlines key terms and learning outcomes for document-based questions. It emphasizes teaching students to critically analyze primary source documents by considering the type of document, author, context, and purpose. Sample document-based questions are provided on topics from the Irish history syllabus from 2014-2015. Comments from past exams stress the importance of referring to multiple documents and avoiding assumptions about bias. Suggestions are made for developing students' historical literacy through exercises sorting information and using writing frames.
The sunningdale agreement and power sharing executive, 1973 1974siobhanpdst
The document provides information about a case study on the Sunningdale Agreement and the power-sharing executive in Northern Ireland from 1973 to 1974. It includes an introduction to the context and key events, biographical notes on important figures, a glossary of terms, and a list of documents relevant to analyzing the case study. Specifically, it summarizes the Sunningdale Agreement which established power-sharing and a Council of Ireland, the establishment and collapse of the power-sharing executive amid unionist protests and strikes, and the variety of perspectives represented in the selected documents.
Treaty negotiations booklet final 4 4-12siobhanpdst
The document provides context and background information on the Treaty negotiations that took place between British and Irish representatives from October to December 1921 in London. It includes a timeline of key events leading up to the negotiations, biographical information on the delegates, and definitions of important terms related to the negotiations. The negotiations aimed to resolve the ongoing conflict in Ireland and establish terms for self-government, ultimately resulting in the signing of the Anglo-Irish Treaty on December 6, 1921.
This document provides background information on a case study about the establishment of a new university in Northern Ireland in the 1960s. It summarizes that the Northern Irish government appointed a committee, led by John Lockwood, to examine the needs for higher education and consider establishing a second university. There was debate around whether the new university should be located in Coleraine or Derry. The choice of Coleraine was seen by some as favoring unionists and neglecting Derry's Catholic population. Protests arose from Derry around perceived civil rights issues and neglect of the city. After much debate, a compromise was reached to absorb Magee College in Derry into the new university. However, this only came after loss of
The document provides teaching resources on using a case study of the 1936 Jarrow March to develop students' critical thinking skills. It includes background information on the march, sources from the time period, discussion questions, and activities. Sections cover the context and causes of the march, what happened during the march, its impact at the time, and its historical significance in highlighting unemployment and poverty in Britain in the 1930s. The resources are designed to guide students through an inquiry-based approach to critically examining the event.
The document discusses several posters related to key events in the Northern Ireland conflict from 1968-2007. It provides historical context and commentary on posters commemorating Bloody Sunday, opposing internment, reacting to the Sunningdale and Anglo-Irish Agreements, and responding to events like the Omagh bombing and Bobby Sands' hunger strike. The posters represented important political and social viewpoints and helped shape narratives around major turning points in the peace process.
The Troubles refers to the 30-year period of violence in Northern Ireland between Nationalist Catholics who wanted to unite with Ireland and Unionist Protestants who wanted to remain part of the UK. This violence was carried out by paramilitary groups like the IRA and resulted in over 3,000 deaths and tens of thousands injured. Key events included Bloody Sunday, internment without trial, hunger strikes, and the Omagh bombing. The Good Friday Agreement in 1998 largely ended the violence by establishing power sharing and recognizing both communities.
The document summarizes the religious conflict known as "The Troubles" that occurred in Northern Ireland between 1969-1999. It describes how Protestant domination led native Irish Catholics to become second class citizens and eventually fight for independence. This created divisions between unionists who wanted to stay in the UK and republicans who wanted to join Ireland, fueling violence between loyalist and nationalist paramilitary groups like the IRA. Bloody Sunday exacerbated the conflict into a period of bombings and shootings known as "The Troubles" before the Good Friday Agreement brought the hostilities to an end.
During World War 2, Ireland declared neutrality. This was difficult to maintain given Ireland's reliance on imports and vulnerability to invasion. The Irish government interned IRA members and German spies to preserve neutrality. Ireland experienced shortages due to supply issues. Dublin was bombed by Germany, though they claimed it was accidental. Overall, Ireland balanced maintaining neutrality while supporting the Allied cause through trade.
The document outlines the key parties and events involved in The Troubles in Northern Ireland between the late 1960s and 1990s. The main parties included Protestant groups like the UVF who used violence against Catholic civilians, and Catholic/Nationalist groups like the IRA who also used violence in their campaign for a united Ireland. The British Army was deployed to restore order but their tactics exacerbated tensions, especially the policy of internment without trial which alienated Catholics. Key events included Bloody Sunday and the 1981 hunger strikes, while the 1998 Good Friday Agreement eventually established a power-sharing government and marked a reduction of violence.
The Development Of Cultural Nationalismsamuel valko
The development of cultural nationalism in Ireland in the 1890s was a reaction against modernization and a search for cultural identity. Constitutional nationalism had been associated with modernization, alienating the growing petty bourgeoisie class. Cultural nationalism provided an opportunity for women and lower middle classes to engage in politics. The Gaelic League, founded in 1893, successfully promoted the Irish language and culture as a way to develop a distinct Irish national identity and appeal to various classes and religions, amid the failure of constitutional nationalism and growth of the petty bourgeoisie class seeking cultural roots and political engagement.
The document discusses the origins and early development of cultural nationalism and Gaelic organizations in Ireland in the late 19th century. It describes how the Gaelic Athletic Association (GAA) was founded in 1884 by Michael Cusack and others to preserve traditional Irish sports like hurling and Gaelic football. It also discusses how the Gaelic League was established in 1893 by Douglas Hyde and Eoin MacNeill to promote the Irish language. Both organizations grew rapidly and helped foster Irish culture and nationalism.
The document provides an overview of the conflict in Northern Ireland, which has roots in religious and political divisions between Protestant Unionists who want to remain part of the UK and Catholic Nationalists who seek reunification with Ireland. It killed thousands from 1969-1999 during a period known as "The Troubles." While peace has largely held since the 1998 Good Friday Agreement, underlying tensions and issues of national identity, rights, and independence remain. The conclusion maintains Northern Ireland is in a strong position as part of the UK but that changing sectarian attitudes is key to preventing future conflict.
- In the 1960s, a committee was formed to examine the need for a second university in Northern Ireland after Queen's University in Belfast reached capacity. Two sites, Coleraine and Magee College in Derry, lobbied to host the new university.
- The Lockwood Committee recommended Coleraine as the site in 1965, proposing to close Magee College. This sparked bitter protests in Derry and accusations of bias towards Unionist interests.
- Despite heated debates, the Unionist government approved Coleraine. Magee College was absorbed into the new University of Ulster instead of becoming part of the University of Coleraine as originally proposed. Tensions remained high over perceived
The document summarizes the conflict known as "The Troubles" that plagued Northern Ireland from 1969 to 1998. It describes the two main communities in Northern Ireland - the unionists who want to remain part of the UK and are mostly Protestant, and the republicans who want Northern Ireland to join the Republic of Ireland and are mostly Catholic. It traces the origins of the conflict back to the partition of Ireland in 1921 and outlines key events like the civil rights movement of the 1960s, sectarian riots in 1969 that marked the start of The Troubles, and the rise of paramilitary groups like the Provisional IRA and UVF. Over 3,600 people were killed during the 30-year period of violence between the two
The document provides background information on the conflict in Northern Ireland known as "The Troubles":
- The conflict began in the late 1960s but has roots dating back to the 17th century involving questions of nationality, sovereignty, and colonialism.
- The community is divided between mainly Protestant unionists who want to remain in the UK, and mainly Catholic nationalists who want Northern Ireland to join the Republic of Ireland.
- Over 3,000 people have died since the conflict intensified in 1969, making it Europe's second deadliest conflict after Yugoslavia. While often portrayed as religious, the core issues involve nationality and colonialism.
The effect of war-time censorship on historical sources regarding the North Strand Bombing in 1941. A talk by Kevin O'Connor at the North Strand Bombing and the Emergency in Ireland seminar held at Dublin City Library & Archive on Saturday, 29th May 2010.
https://northstrandbombing.ie/
The document provides a historical overview of Ireland and Northern Ireland covering several key events:
- Ireland was colonized by England in the 12th century and fully controlled by the 1500s. Protestants settled in Northern Ireland in the 1600s.
- In the early 20th century, Ireland fought for independence through the Easter Rising and a guerilla war against Britain, resulting in the partition of Ireland in 1922.
- Sectarian tensions grew between Protestant and Catholic communities in Northern Ireland, fueling ongoing conflict known as The Troubles from the 1960s-1990s over independence, civil rights, and national identity.
During World War 2, Ireland declared neutrality to assert its sovereignty and independence following the partition of Ireland in 1921. Ireland pursued a policy of pro-Allied neutrality by secretly assisting Britain through weather reports and allowing escaped Allied prisoners while maintaining economic trade. This policy was popular among the Irish people who were spared the suffering of war but it created tensions with Britain and the United States who wanted Ireland to join the Allied effort more directly. The war had significant economic impacts on Ireland through rationing, unemployment, inflation, and difficulties obtaining imports.
The document discusses the history of Irish republicanism and the IRA from their origins in the late 19th century up through the Irish War of Independence and subsequent Irish Civil War. It covers events like the Easter Rising of 1916, the First Dáil declaration of independence, the Anglo-Irish War from 1919-1921, and the split in the IRA that led to the civil war between pro-Treaty and anti-Treaty factions in 1922.
Approaches to teaching history in transition year, october 2013siobhanpdst
This document provides guidance for teaching history in Transition Year. It emphasizes using active learning strategies to develop students' skills like research, critical thinking, and literacy. Specific approaches discussed include using primary sources, songs, photographs, student research projects, and scaffolding writing with internet sources. Sample modules on topics like the Flight of the Earls and Hiroshima are also included to illustrate how these strategies can be applied. Assessment in Transition Year should utilize a variety of formats beyond exams to evaluate students' broader set of skills and experiences.
This document discusses developing critical thinking skills in students through document-based study in history. It outlines key terms and learning outcomes for document-based questions. It emphasizes teaching students to critically analyze primary source documents by considering the type of document, author, context, and purpose. Sample document-based questions are provided on topics from the Irish history syllabus from 2014-2015. Comments from past exams stress the importance of referring to multiple documents and avoiding assumptions about bias. Suggestions are made for developing students' historical literacy through exercises sorting information and using writing frames.
This document provides guidance and sample materials for teaching the documents-based question component of the Leaving Certificate History exam in Ireland. It outlines key concepts like source, evidence, fact and opinion. It describes the format and styles of documents-based questions, which involve comprehension, comparison, criticism and contextualization of source materials. Sample documents and questions are provided as examples related to topics on the GAA and Dublin labour conflicts. The document aims to illustrate the critical thinking skills developed through documents-based study.
This document provides information about teaching key personalities in the revised Leaving Certificate history syllabus in Ireland. It discusses Jean Monnet as a key personality in the topic of division and realignment in Europe from 1945-1992. The document outlines Monnet's role in moves toward European unity after World War 2 and the establishment of the European Economic Community. It suggests teaching strategies like using worksheets to focus on Monnet's influence on relevant elements and concepts like the common market and federal Europe. The document also provides biographical details about Monnet's career and involvement in post-war French economic reconstruction and advocacy for greater European integration.
Stalin held a series of political show trials in Moscow in the late 1930s. The trials publicly accused Stalin's political opponents and others he distrusted of criminal acts and treason. They were forced to confess under pressure. The first trial in 1936 followed the murder of Sergei Kirov, a potential rival to Stalin, and accused others of plotting against Stalin. A second trial in 1937 involved a wide range of accusations against the defendants. The third and final "Great Purge Trial" in 1938 included Bukharin, a former political ally of Stalin, among those accused of numerous crimes who were then executed. The trials were part of Stalin's broader purge of those he saw as threats from within the Communist Party and Soviet government.
This document provides information about developing students' critical thinking skills through documents-based study in history. It begins by outlining the purpose and importance of the documents-based question in the Leaving Certificate history exam. It then defines and explains key terms used in the syllabus related to developing critical skills and analyzing historical sources. The document provides examples of questioning techniques students can use to interrogate sources, including asking the 5Ws. It includes sample card sorting exercises where students evaluate snippets of evidence to determine if they support or disagree with a given proposition. The purpose is to get students actively engaging with sources and making evidence-based judgements.
The document outlines an in-service training session for Irish history teachers, providing guidance on effective approaches for teaching topics, managing time, and using evidence like oral histories, film, and cartoons. It discusses balancing breadth and depth in topic coverage, provides examples of how to structure topics, and recommends framing lessons around inquiry questions to engage students and focus on important issues.
Gerald Wharton, a Limerick man, was arrested in London in January 1939 for his alleged involvement in the IRA bombing campaign in Britain. While he was initially charged, he was later acquitted of all criminal charges related to the bombings and there was no proof he was actively involved with the IRA. However, after the outbreak of WWII in September 1939, Wharton was deported back to Ireland along with over 100 other suspected IRA members, despite being innocent of the criminal charges. The article examines Wharton's unique case and the context of the IRA bombing campaign in Britain at this time as tensions rose in Europe.
The document summarizes aspects of life on the British home front during World War II, including:
1) The evacuation of nearly 3 million people, mostly schoolchildren, from cities to rural areas at the start of the war due to fears of bombing raids by German aircraft.
2) The introduction of rationing in 1940 to fairly distribute scarce food and other goods due to attacks on shipping by German submarines.
3) The bombing of British cities by German aircraft in air raids known as the "Blitz", which lasted from 1940-1941 and caused extensive damage, especially in London.
4) The use of air raid shelters like Anderson and Morrison shelters for protection during bombing raids.
Chapter I examines the build up to Operation Demetrius, the British military operation that introduced internment without trial in Northern Ireland in August 1971. It discusses the escalating violence and sectarian attacks in 1971 that exacerbated tensions. With the resignation of Prime Minister Chichester-Clark, his successor Brian Faulkner faced challenges from unionists calling for tougher security measures. Despite opposition from British Army commanders, Faulkner introduced internment with the goal of restoring law and order, though it targeted only nationalists. The chapter analyzes the reasons for Faulkner and Westminster's decision for this security-focused solution despite warnings it could backfire.
The document summarizes Ireland's policy of neutrality during World War 2. It discusses how Ireland declared neutrality in 1939 to avoid taking sides in the conflict and angering either side. The policy emphasized Ireland's independence but also caused economic hardships as imports were cut off. The government established rationing and departments to increase self-sufficiency. There were also threats to neutrality from the IRA and German spies. Overall neutrality helped Ireland avoid direct involvement in the war but also led to international isolation and stagnation in the postwar years.
The document summarizes events in Derry, Northern Ireland in August 1969 known as the Battle of the Bogside. It describes how a Protestant march sparked clashes between nationalists and police that spread quickly. Barricades went up in the Bogside area as residents gathered stones and Molotov cocktails to hurl at police. Over 1,000 casualties were treated locally as fighting continued for three days with police using live ammunition for the first time. British troops were eventually sent in to separate opposing sides, but nationalist residents declared victory while their situation remained precarious.
The First World War Essay
Origins Of World War I Essay
The First World War
Essay On World War 1
Essay on Effects of World War I
Conclusion Of World War 1
Essay on First World War Poets
Essay on The Great War
Essay on The Outbreak of World War I
The Events Of World War I Essay
Source A fully describes the reasons for William Wilberforce's campaign to abolish the British slave trade. It explains that John Newton convinced Wilberforce to join the abolitionist cause and that Wilberforce used evidence gathered by abolitionists to try to persuade Parliament over 18 years, failing at first due to opposition from slave traders.
The Gallipoli campaign was a major military failure that began on April 25, 1915. The original Allied plan was to take three landmarks but confusion led boats to the wrong areas, sabotaging the plan from the start. By 2pm, the plan had failed due to lack of intelligence about the terrain and fierce Turkish resistance. While a military failure, Gallipoli became significant in Australian history and the origin of the Anzac legend of Australian and New Zealand bravery and sacrifice.
1. The document is a newsletter from Hadley Wood that discusses upcoming local events and provides articles on local history.
2. One article discusses an archaeological survey being conducted to uncover the site of the 1471 Battle of Barnet near Hadley Wood. Metal detectorists have found artifacts but have not yet found conclusive evidence of the battle.
3. Another article profiles the famous steam locomotive Flying Scotsman, which passed through Hadley Wood recently. It discusses the locomotive's design history and owners over the decades.
The British home front during World War 2 saw several key mobilization efforts: millions of children were evacuated from cities to the countryside for safety, the workforce was mobilized with more women entering the labor force and munitions production increasing, and the government promoted self-sufficiency through rationing of food and household gardens. Rationing limited goods like sugar, meat, and eggs to conserve resources as fears of blockades by Germany loomed. Air raids led to total blackouts at night in cities and air raid sirens prompted citizens to take shelter. The government also mounted security and espionage efforts to counter any threats within Britain through campaigns warning citizens that "careless talk costs lives."
The Nuremberg rallies, final draft, 2 march 2015 (2)siobhanpdst
The document provides background information and teaching resources for exploring the Nuremberg Rallies case study, including an overview of the rallies from 1933-1938, how to structure lessons around an inquiry question, and how the activities link to literacy and numeracy strategies. Glossaries, timelines, sources, and discussion questions are included to help students analyze propaganda techniques and think critically.
Research skills complete booklet 08 nov2011siobhanpdst
This document provides guidance for teachers on developing students' research skills in history classes at junior cycle, transition year, and leaving certificate levels in Ireland. It outlines the research study component of the leaving certificate history syllabus and provides suggestions for teachers on helping students improve their skills at each stage. This includes locating and critically examining sources, developing structured written responses, and preparing for the leaving certificate research study requirements of producing an outline plan, evaluating sources, and extended essay. Sample exemplar materials and marking schemes are also included for reference.
Water comes from rainfall and is treated through processes like settling, filtering, softening, chlorination and fluoridation before being piped into homes. The water supply enters homes through main pipes and service pipes, with the freshest water coming from the cold kitchen tap. Other taps get water from a storage tank, usually in the attic. Hard water can cause issues like limescale but tastes better, and is softened through adding chloride of lime during treatment.
The document discusses the concept of the work triangle. The work triangle refers to the three key elements needed to complete any task: tools, materials, and people. These three elements must be present and work together effectively for a job to be finished successfully.
This document discusses home safety and common accidents that occur in the home. It provides information on preventing accidents such as falls, burns, cuts and poisonings. Safety tips are provided for fire safety, medicine storage, and first aid treatment for minor injuries. The most important aspects of first aid for serious injuries are also outlined, such as calling for help, checking breathing and pulse, and treating for shock. A well-stocked first aid kit is recommended.
This document describes various features that may be included in kitchen appliances such as cookers and ovens, including dual grill/rings that allow using half the cooking area, double ovens with a main oven and top oven, automatic timers to turn ovens on and off, fan ovens that circulate heated air, ceramic hobs with heat-resistant glass tops, halogen rings that heat instantly, self-cleaning ovens, split-level cookers where the hob and oven are separate, and ignition buttons to light gas hobs instead of matches.
Good lighting is important for safety, hygiene, and preventing eye strain. A home uses both natural lighting from windows and skylights as well as various artificial lighting such as incandescent, fluorescent, and compact fluorescent bulbs. Proper lighting safety involves using the correct bulbs and fixtures, adequate lighting for tasks, and switches located outside of danger areas like bathrooms. When replacing a light bulb, one should turn off the power first, allow an old bulb to cool, fit a new bulb of the correct wattage, and test that the light works.
The document discusses hygiene standards in the home, including ensuring clean water and efficient drainage, good ventilation and lighting to prevent dampness, easily cleanable surfaces and rooms, careful waste disposal, and regularly disinfecting sinks, toilets and drains. It also notes there are two types of household waste - organic waste that breaks down naturally and inorganic waste that does not break down but can be recycled.
Central heating, partial/background heating, and individual heaters are three common methods of heating a home. Central heating uses a boiler to heat water that circulates through radiators to keep the home between 16-20 degrees Celsius, and also provides hot water. Partial/background heating uses electric storage heaters to provide gentle background heat. Individual heaters heat each room separately using methods like a fireplace, stove, or electric heater. Proper insulation is important to prevent up to 75% of heat loss through walls, roof, windows, doors and floors using materials like still air, wool, or polystyrene that are poor conductors of heat.
Electricity is generated at power stations from sources like coal, oil, peat, and water. It is distributed to homes through cables and consumer units, then brought to appliances via wires in plugs and flexes. Most appliances have three wires - a live wire (brown) bringing electricity to the appliance, a neutral wire (blue) taking the return current, and an earth wire (green/yellow) that brings current safely to the earth if a fault occurs. Fuses and circuit breakers are safety devices that melt or disconnect electricity in the case of overloading or short circuits to prevent fires.
This document discusses key aspects of home design, including:
1. A home provides physical needs like shelter as well as emotional and social needs.
2. Housing types are influenced by factors like cost, size, and location, and include houses, apartments, bedsits, and mobile homes.
3. Good design is functional, safe, durable, and attractive. Design elements include color, texture, line, shape, and pattern which impact the atmosphere.
The design process involves 7 steps: 1) Identifying the brief to design a bedroom/study for a teenager, 2) Analyzing the brief to determine what must be included, 3) Researching interior design ideas through books, magazines, and store visits to collect samples, 4) Identifying possible furniture layouts, color schemes, and flooring and heating options, 5) Choosing a final solution after considering all options, 6) Creating a scaled floor plan drawing, and 7) Presenting the final plan with details of the color scheme, furnishings, flooring, lighting, and heating system.
The design process involves identifying the brief, analysing it through research, and choosing a solution to implement through planning and taking action.
This document contains a word search, matching exercises, fill-in-the-blank questions, and true/false questions about various fruits including apples, oranges, bananas, grapes, peaches, kiwis, pineapples, plums, pomegranates, lemons, strawberries, nectarines, and berries. The questions test identification, properties, and grouping of different fruits.
The document is a worksheet asking students to name animals that produce milk, types of milk, uses of milk and their examples, and to outline the pasteurization process, nutritional value, and homogenization of milk. The student must name cows, goats, sheep, and humans as milk producing animals and list six types of milk, four uses of milk with examples, and describe homogenization. It also asks the student to discuss why milk is good for teeth and the nutritional value of milk.
The document provides guidelines for using a skin poster to teach students about the structure and composition of skin. The poster will be used to help students identify and label the different components of skin, as well as define the functions of each component. The teacher is instructed to introduce the topic enthusiastically, point out each skin component on the poster and explain its function. Labels will then be placed over the components for students to identify, after which the teacher will check students' understanding by asking questions about the skin's structure.
This document contains questions about the structure and functions of skin. It tests knowledge about skin layers like the epidermis and dermis, parts like sweat glands, hair follicles and pores, and how diet and sun exposure impact skin health. Multiple choice and fill-in-the-blank questions cover topics like what foods are good or bad for skin, the role of sweat glands, and describing skin layers, cells, and other anatomical features.
1. Approaching case studies using oral evidence and film
Rationale of session, with reference to the Syllabus and Guidelines
The key principle underlying the syllabus is that the study of history should be
regarded as an exploration of what historians believe to have happened based on an
enquiry into the available evidence (S2).
The syllabus provides the opportunity to study aspects of topics in greater depth. This
approach allows for greater appreciation of the complexities inherent in the challenge
of interpreting the past and the making of reasoned judgements based on an evaluation
of evidence (S2).
A variety of source materials should be examined when dealing with a case study
(G39).
While it is important to encounter and interpret political documents, a balanced
selection of documents will help the student to understand that history has many
facets and concerns the ordinary and the anonymous as well as the powerful and the
influential (G12, S13).
The Learning Outcomes relating to “Working with Evidence” are relevant to the case
study, and the use of oral evidence. For example, students at both levels should:
show understanding of the role of evidence in the writing of history.
identify such different types of historical sources as eyewitness accounts.
answer questions relating to the provenance, purpose and usefulness of
sources.
draw conclusions from such sources and use these conclusions to help
form judgements about historical issues (S10).
In addition, students at Higher Level should be able to:
identify the main strengths and limitations of such sources by asking
appropriate questions relating to such aspects as the purpose for which
they were produced, the motive of the person(s) who produced them, their
historical context and their relevance to the event(s) and issue(s) being
studied (S10).
Case studies also represent a particular focus for Ordinary Level students in the
General Questions on the topics, as the section with the highest weighting of marks
will be focused on the case studies and key personalities.
To conclude, the value of using oral evidence is indicated in the Guidelines (G30):
oral evidence can give students a sense of the immediacy of experience
and help them empathise with people of the past.
oral evidence can give students unique access to the perspectives of
ordinary people.
working with oral evidence can provide many opportunities for the
development of enquiry skills and communication skills.
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 19
2. Belfast during World War 2, significant events
1. Before the War.
2 Sept. 1939: blackout comes into place all over NI. Mounting evidence that NI not
ready for war. Stormont leadership appears complacent. Cabinet Secretary Sir
Stephen Spender thought PM Craigavon “incapable of more than one hour’s
constructive work” in a day.
Despite Craig’s support for conscription – “we are the King’s men” - Chamberlain
decides against introducing compulsory military service in NI. Catholic bishops are
opposed to it. IRA had been active in Britain and British do not want to heighten
tension. Apathy amongst public towards civil defence arrangements.
2. Outbreak of War.
Outbreak of war leads to movement of aircraft and munitions works to the region.
Shipbuilding, engineering and textiles industries also benefit. Warships, heavy
bombers and flying boats manufactured in Harland and Wolff shipyards, and Short
and Harland aircraft works in Belfast. Agricultural production stretched to the limit -
doubling of acreage under tillage with increased production of oats, wheat, potatoes
and flax.
Number of women working rises dramatically, with increased opportunities in the
aircraft industry, and in rope and twine making.
Introduction of rationing of petrol, food, shoes and clothes as shipping vulnerable to
attack; also affects Éire/Ireland. Tea and sugar often smuggled down from north in
return for butter, eggs and bacon.
3. Tension increases.
Craig dies November 1940, replaced by J.M. Andrews, himself 70 years old.
Perception exists that government is too old and jaded.
In the same month, a single unobserved German plane takes photographs of suitable
targets in Belfast, including the Harland and Wolff shipyards and the waterworks.
November also sees Coventry bombed: 50,000 houses destroyed, 554 people killed.
This heightens sense of vulnerability in Belfast.
In December, Harold Wilson (future Labour UK Prime Minister) comes to Belfast on
behalf of Westminster committee; appalled at poor economic performance; almost
72,000 unemployed.
Ministers badly shocked by behind-the-scenes talks about Éire/Ireland entering war in
return for British support for principle of Irish unity.
Entire city protected by just seven anti-aircraft batteries. Belfast does not have a
single searchlight, while no other town in the province has any defence at all.
Andrews expresses concern in February 1941 about poor state of defences and
vulnerable position of Belfast. Evacuation schemes described as “fiasco”, shelters in
city provide cover for just a quarter of population.
Despite Catholic minority not being opposed to voluntary defence scheme, B Specials
form bulk of Home Guard. Condemned by opposition Nationalist MPs as sectarian
and political force. Showed that sectarian tensions still existed despite common threat
of war.
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 20
3. 4. The Belfast Blitz is launched.
Fall of France to Nazis increases pressure on Britain’s northwest ports.
Belfast munitions firms awarded contracts as mainland industry at maximum output.
Lord Haw-Haw, William Joyce, announces in radio broadcasts from Hamburg that
there will be “Easter eggs for Belfast”.
Night of 7/8 April, small squadron of German bombers raids Belfast docks, causing
13 deaths. Luftwaffe crews report Belfast’s defences to be “inferior in quality, scanty
and insufficient”.
Easter Tuesday night 15 April 1941, 180 German bombers assault Belfast for five and
a half hours. Weight of incendiaries means home defences can’t cope.
Congested housing in north of city bears brunt of indiscriminate attack; 35, 000
houses are damaged, 11 churches, 2 hospitals, 2 schools destroyed. Telephone
exchange is hit, leading to contact with London and anti-aircraft control being cut off.
4.35am: railway telegram for help sent to de Valera, who promptly sends seventy men
on thirteen fire engines from Dublin, Dun Laoghaire, Drogheda and Dundalk. Spender
feels NI service makes “poor show” and McDermott admits some civil defence
workers had “sloped off”.
Horrific aftermath: Falls Road baths emptied to lay out 150 corpses which remain
there for three days as relatives struggle to identify remains. 255 corpses laid out in St.
George’s Market. 900 people dead, 430 injured. Biggest single loss of life in any city,
save London, in a single air raid. Emergency feeding required for 70,000 people.
5. Blitz continues.
Widespread panic and low public morale. 6,000 refugees arrive in Dublin and many
thousands flee to countryside. Relief centres set up in Éire/Ireland and de Valera’s
representatives meet with Northern officials to discuss relief. 40,000 who stay in city
put in rest centres. Southern money pours in to Belfast Lord Mayor’s Relief Fund.
Government orders the killing of all dangerous animals in the zoo.
Midnight Sunday 4 May 1941: second attack begins. 6,000 incendiaries dropped on
harbour, aircraft factory and shipyards, massive conflagration leads in other bombers.
Fractured water mains leave Belfast dependent on thirteen Southern units of fire
brigade coming with sufficiently long hoses. Raid becomes popularly known as “Fire
Raid”.
Enormous damage to city centre. Attacks make headline news in German press.
Fourteen killed when planes return following night and hit shelters.
53.5 % of Belfast’s housing stock now destroyed, 191 killed despite evacuations, over
half of which are women or children. High proportion of incendiary devices rather
than bombs are dropped.
Over 100,000 people had already left city, new wave of migration begins, with
deprivation of congested streets dwellers of city centre exposed; extent of Belfast’s
neglect of public health, sanitation and hygiene highlighted.
Witnesses recount “incredible dirt of the people, of children crawling with lice, not
even house trained”. Ministry of Public Security barely able to cope.
Thousands more evacuate city daily for mountains and outskirts. Many engage in
practice of ‘ditching’- leaving city as darkness falls, sleeping in suburbs in parks or
ditches before returning in morning. Home Affairs Ministry estimates 220,000 people
have left city. Cabinet Minister Richard Dawson Bates informs cabinet of rack-renting
of barns, with over thirty people per house in some areas.
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 21
4. Conscription issue raised again, as Andrews argues it might boost morale and make
people feel fully involved in war effort. Churchill decides against – “more trouble
than it was worth to enforce such a policy”.
June 26 1941: Hitler invades Russia, ending British isolation. Belfast not attacked
again.
6. American presence in province
26 Jan.1942 Belfast Telegraph records ‘hearty Ulster welcome’ afforded to American
troops at Dufferin Quay. De Valera protests, mindful of constitutional claim to island
of Ireland.
120,000 Americans stationed in NI at peak, Derry being most important westerly
escort station and naval radio base.
Generals Eisenhower and Patton inspect troops in the province.
Considerable social impact; US Govt. send converted troop ship to bring 445 brides to
US in 1946. 219 brides follow shortly after.
Government deeply unpopular; suffers damaging by-election defeats. Andrews
resigns April 1943, replaced by Basil Brooke.
But continuing Allied success in war effort leads to upturn in fortunes of Harland and
Wolff whose workforce rises to 30,801 in Dec. 1944.
7. End of War
7 May 1945-news spreads that Germans are poised to surrender.
Throngs of people pour into Belfast; bonfires, bunting, banging of dustbin lids express
euphoria. Next day sees largest crowd in city centre since Covenant Day, 1912,
gathering in Donegall Square and Donegall Place.
Churchill pays tribute to NI war effort in radio address: “But for the loyalty of
Northern Ireland and its devotion to what has now become the cause of thirty
movements or nations, we should have been confronted with slavery and death”.
Churchill also criticises de Valera’s policy of neutrality, though McDermott expresses
his gratitude at Stormont for aid sent from south. Belfast Telegraph and Irish News
newspapers also praise Éire/Ireland for responding with aid.
8. Aftermath
Revelations of hardships and inequality lead to determination to transform post-war
social and health services, as in Britain. Ministry of Health and Local Government
established, proposals for urban reconstruction and planning, and urban and rural
service facilities. NI also receives assurances that it will be treated equally with rest of
UK by Westminster exchequer in post-war social and economic reconstruction, as
characterised by the Beveridge Report and Clement Atlee’s “Welfare State”.
War had raised income per head of NI citizen from less than three fifths of average in
Britain to full three quarters.
But Catholic minority remains disenchanted. Poor rate of attendance of Nationalist
MPs at Westminster. Unhappiness also at obligation to swear oath of allegiance for
new fire-fighting service. Considerable nationalist discontent at attitude of Special
Constabulary or B Specials. Brooke, who had been bitter opponent of nationalists in
1930s, also appoints cabinet appealing to militant unionism.
Unionists feel that the war has strengthened the union with Britain and that despite
wartime aid, South’s neutrality has emphasised polarity between North and South.
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 22
5. Example of oral testimony relating to case study Belfast during World
War Two in Later Modern Ireland Topic 3, The pursuit of
sovereignty and the impact of partition, 1912-1949
Example 1: the testimony of Paddy McAteer, born 1928
I remember 1941 very well. In fact, living where I did right down in the
city centre, there were a lot of casualties around there. They were a tight
community just across Clifton Street.
There was a church there, I think it was the Holy Trinity church and it
was destroyed. There were many people lost their lives in that area, it was
so close to the city centre, so close, you might say, down to the docks.
Well, if they missed their target at the docks or the city centre, they hit the
surrounding areas and a lot of people lived very close to the city centre in
those days in Belfast.
There was great confusion and no one knew what to do. The air-raid
shelters were so inadequate really, I mean they were little brick boxes
with concrete roofs on them and other ones were long with concrete
blocks.
In many instances the walls of the air raid shelters were blown in and then
of course the concrete roofs just fell down on top of people; there were a
lot of casualties in that way.
But they were very good in the sense that a lot of firebombs rained down
on Belfast. There was a lot of damage related to firebombs-incendiaries
as we called them- and possibly those air raid shelters were grand … as a
guard against incendiaries, but certainly not against high explosives.
Source: Ulster Voices: Memories of Ulster People compiled by Owen McFadden
from his interviews for the BBC Northern Ireland series The Century Speaks
(Gill and Macmillan: Dublin, 1999).
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 23
6. Example of oral testimony relating to case study Belfast during World
War Two in Later Modern Ireland Topic 3, The pursuit of
sovereignty and the impact of partition, 1912-1949
Example 2: the testimony of Nessie McNamee, born 1921
I always remember the night that my aunt May, my mother’s sister, was
blitzed out, it was terrible.
There was a shelter outside the door in Craigavad Street, they had built
wee brick shelters, you see, right up, and we were in the one outside, it
was nearly outside our door.
I remember the planes going up over us, and they were saying, “Oh,
that’s Duncairn Gardens district’s getting that”, it kept going up over it.
Now that was the Easter Tuesday Blitz, and my Aunt May had had all
children in that day for Easter, the ones round the door, for she only had
the one son.
Our Ronnie was only three and all his wee chums were killed in that
street, it was terrible. Hogarth Street got it very, very bad.
Now they used to have good fun in the shelters like, you could have
laughed at it now. We had one character and he would have us all singing
“Come back Paddy Reilly to Ballyjamesduff” and all this.
I remember that night of the Hogarth Street one, my father came out of
the shelter, and we had an old man lived next door to us on his own, and
whatever had happened, he had a window broken. But we had no
windows or anything broken, but it must have been the blast had knocked
his window in. He said, “Oh, look at my windows!” and he says, “Youse
haven’t got a window smashed.” My father says, “No, I sent Hitler up our
address, you know.” You could have made fun of it at the time, although
it was serious.
Source: Ulster Voices: Memories of Ulster People compiled by Owen McFadden
from his interviews for the BBC Northern Ireland series The Century Speaks
(Gill and Macmillan: Dublin, 1999).
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 24
7. Example of oral testimony relating to Case Study Belfast during
World War Two, in Later Modern Ireland Topic Three: The Pursuit
of Sovereignty and the Impact of Partition, 1912-1949
Example 3: the testimony of Ruth McCart.
Easter Tuesday 1941, school was closed for the Easter holiday and we children were
free to play all day at the various street games which were so popular at that time. No
one I knew went away for holidays at Easter and especially not now when war was
raging throughout Europe.
I have no recollection of the rest of that day. It must have been as uneventful as any
other day. Suddenly in my memory it is the middle of the night. I am wakened by a
cacophony of sounds. The air raid siren wailing, the steady drone of aircraft and the
relentless thunder of heavy gunfire. Above all this noise my mother is screaming at us
children to hurry and get dressed… but I cannot find my clothes.
I hear a long, high-pitched whistling sound which grows louder and louder and then
the most tremendous explosion. The windows smash, the ceilings fall, my chest hurts,
I cannot breathe, my mouth, nose and eyes are full of dirt and grit and I am still naked.
Then we are all crying and calling out to each other and trying to scramble our way
out of the rubble that had been our home. The street is carpeted with broken glass,
rubble, and broken furniture.
The skeletons of our homes are silhouetted against the night sky, which is lit by
searchlights, exploding shells, moonlight and burning buildings. There is a river of
fire flowing along the street. Could this be the Hell that is talked about in Sunday
school? (I was told many years later that it was the spirits from the local bar, which
were burning.) Everywhere I look there are people screaming and calling the names of
those they cannot find. Someone gives me a pair of boy’s boots and a jacket they have
found amidst the rubble.
In confusion and terror, everyone who could, crowded into the local school, which,
although now without windows and doors, offered the protection of walls and a roof.
The rest of that terrible night was spent cowering under a school desk, listening to the
screeching whistles of the bombs as they rained down. I remember being given an
elastic band and being told if I kept chewing it my mouth would not be so dry.
Eventually the noise lessened, the planes left, the guns ceased their roaring and
morning came. I emerged into a totally changed world. Everything familiar was gone.
There was a pall of smoke rising from the still burning buildings. The huge balloons
which were in some obscure way supposed to protect us from air attack were now in
tatters. Everyone seemed to be looking for missing relatives including my mother who
eventually found my four year old brother whom someone had carried to safety while
she carried my baby sister.
I cannot remember how we, as a family, got to the holding centre from whence we
were evacuated to Newtownards for a short time - nor do I remember how we
travelled to Portadown where we were to live with distant relatives for one glorious
summer and autumn. It was there I discovered the delights of living in "the country", a
magical place where milk, butter and eggs came from the farm, not the shop, and
apples came from the trees and not from a box. But that is another story.
Extracted from www.bbc.co.uk/northernireland/belfastblitz/index.shtml
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 25
8. Grid on use of oral evidence, modified from the Guidelines
Description
What sort of person is speaking?
What kinds of statement is the
speaker making? Is the speaker
talking about what happened or
why it happened?
Is the speaker simply responding
to questions or attempting to tell a
story?
Is the speaker talking about recent
events or events earlier in her/his
lifetime?
Interpretation
What do we know about the
process through which this
evidence was created?
Is the speaker trying to answer the
interviewer’s questions seriously?
Is the speaker trying to justify
her/his actions or the actions of
another?
Can you detect any biases or
prejudices?
Wider context
What other sources could be used
to cross-check the evidence
provided by the speaker?
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 26
9. Rationale for the use of film in the teaching of history in the Revised
Leaving Certificate Syllabus
1. “ Unlike previous centuries, the 20th
century can be studied and interpreted
through new media such as the cinema, radio, television and more generally
images which accompany or indeed replace written information” (Jacques
Tardif, 1999, The challenges of the information and communication
technologies facing history teaching. Strasbourg: Council of Europe
Publishing, p.10).
2. However, it is important that students are equipped with the requisite skills to
subject such media to the same critique as any other sources they may
encounter in their study of history.
3. The syllabus places an emphasis on working with evidence and exposing
students to different types and repositories of evidence. Film footage can play
an important role here.
4. Many historical issues, events and people relevant to the topics for study have
been the subject of historical documentaries, which may help students to
achieve learning outcomes.
5. Original archival footage and recordings of interviews with key personalities
from the topics also exist in film form.
6. A wide range of film types can play a part in the teaching of history, including
documentary record, historical documentary, historical fiction and film
realism.
7. Such film material can be utilised as sources for the Research Study.
8. Many historical websites avail of multi-media facilities to demonstrate the
range of sources available for any historical subject or to broaden
understanding of a subject in an accessible way; for example,
www.bbc.co.uk/northernireland/learning/history. Excellent material related to
the 1916 Rising can be found on this site. Film clips, witness statements,
historical commentaries and radio excerpts are among the media which
feature in such sites. See also
www.historyplace.com/worldwar2/holocaust/timeline.html.
9. As a medium with which most students are familiar as a form of
entertainment, the use of film in teaching can help to make certain issues more
accessible and attractive.
10. Exposure to various types of film allows the student to become familiar with
the nature of such types and to discern how historical reality is represented.
For example, the observational documentary simply records all that appears
before the lens and the microphone, such as the very first films shot in 1895
by Lumiere.
11. However, the contemporary or post – the – event documentary structures film
footage and interviews within a narrative, often with scripted commentary,
music shot selection and editing, thus increasing the degree of interpretation.
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 27
10. 12. The student’s capacity to recognise bias, propaganda or subjectivity is
enhanced by encountering various forms of film.
13. Film reconstruction of historical events using actors, often termed ‘costume
dramas’ or ‘period pieces’, also help to render history attractive and accessible
to students. Notable examples include Gandhi (Richard Attenborough, 1982);
Schindler’s List (Steven Spielberg, 1993); Elizabeth (Shekhar Kapur, 1998)
and Michael Collins (Neil Jordan, 1996). Dramatised documentaries or
‘docudramas’, such as The Treaty (Jonathan Lewis, 1991), instruct and inform
an audience while also offering the drama and tension of a true narrative.
14. Historical fiction, in literature or film, can be a gateway to a more dynamic
and personal engagement with history. Even where the quality of the
historical detail is questionable, it can provide the basis for the development
of critical skills through the identification of non-historical or improbable
details. (65,G).
15. Film also offers students living examples of oral history in interviews with
historical figures or witnesses to historical events, thus making the experience
of history more personal and meaningful. Such interviews can be adapted as
documents for the documents – based question as well, so students can
prepare for this by viewing such interviews.
16. Interestingly, the historical context of film is acknowledged in the contents of
the syllabus topics. For example, LME6, The United States and the world,
1945-1989, includes the elements Hollywood-the American Dream and the
mass media in modern American culture, with Marilyn Monroe included as a
key personality. LME3, Dictatorship and Democracy in Europe, 1920-1945
includes the element Anglo-American popular culture in peace and war:
radio and cinema, with Bing Crosby and Charlie Chaplin as key personalities.
The use of film as a propaganda tool is explored in the element Nazi
propaganda-State control and the use of mass media as well as the case study
The Nuremberg Rallies and key personality Leni Riefenstahl. (See also
http://www.bbc.co.uk/history/war/wwtwo/nazi_propaganda_gallery.shtml)
17. In Irish history, the topic LMI6, Government, economy and society in the
Republic of Ireland, 1949-1989 involves the study of the elements the impact
of television and the impact of the communications revolution, with key
personality Gay Byrne and case study - The impact of RTE, 1962-1972.
18. Awareness of the historical import of film also develops students’
understanding of archives and their value as repositories of evidence.
19. The advances in film technology, such as the development of DVDs and CD-
ROMs (with their adaptability to history teaching) adds to the image of the
subject as dynamic, modern and progressive, which will appeal to many
students.
20. The many historical programmes available widely in DVD and VHS form or
shown on television can be adapted for classroom use according to this
rationale.
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 28
11. The Eucharistic Congress, 1932, Significant Events
1. The 31st
Eucharistic Congress took place in Dublin, 20-26 June 1932. Previous
Congress held in Chicago a generation earlier. Visit to Ireland of Papal Legate,
Cardinal Lorenzo Lauri, a senior Vatican figure, was marked by countrywide
series of Catholic devotional ceremonies centred on the Exposition of the
Blessed Eucharist, culminating in a special Mass celebrated in Phoenix Park
on last day. Though lasting only a week, event had profound significance.
Seen as great achievement on part of the new state to host such a significant
event, source of great national pride. Followed on centenary celebrations of
Catholic Emancipation, which were marked by public displays of Catholic
devotion. Many historians see Eucharistic Congress as evidence of close
relationship between church and state in independent Ireland. Added
significance in that both Cosgrave and de Valera governments involved in
organisation. The event demonstrated to the world that Catholicism was an
integral part of Irish national identity. The message sent to Northern Ireland
was also noteworthy.
2. Cosgrave, who attached great importance to the event, called an early election
in 1932 so that the Congress would not take place against a background of
unseemly electioneering. Organisation of Congress involved all levels of
government - Executive Council, civil service, local authorities and parish
councils. De Valera’s victory in election did not affect plans: though officially
excommunicated for taking Republican side in Civil War, he maintained high
profile throughout celebrations. City of Dublin, including poorer tenement
areas, decorated with flowers, bunting, and Papal flags. Major landmarks like
GPO, Trinity College and O’Connell St. lit at night with spotlights and
coloured lamps. Thousands of senior Church figures from around world
arrived in weeks prior to official opening. State held various receptions,
including garden party in Blackrock College attended by 20,000 invited
guests. Social side of events also noteworthy; many travelled from around
country by special train. This reinforced sense of national and Catholic
solidarity. Army and Garda Síochána accepted orders of new government
without question and members of previous administration were invited to all
events in Congress. Army members joined de Valera’s ministers for social
drink following Mass on last day.
3. Cardinal Lauri’s attendance was focal point of celebrations. Arrived in
Kingstown Harbour by boat from Holyhead under cover of Air Corps
squadron flying in cross formation. 36,000 schoolchildren lined route to Pro-
Cathedral in Marlborough Street. Greeted formally by de Valera in ceremony
in Dublin Castle on following day, who spoke of Ireland’s unceasing devotion
to Catholic Church. Cardinal brought personal message from Pope Pius XI,
who asked him to “go to Ireland in my name and say to the good people
assembled there that the Holy Father loves Ireland and sends to Ireland and its
inhabitors and visitors not the usual Apostolic Blessing but a very special all
embracing one”. First Mass celebrated in Pro- Cathedral on 22 June. Special
Masses celebrated for women and children. Open- air Benediction and street
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 29
12. processions also took place. Similar ceremonies held across country, attracting
thousands, often including local councillors in civic robes.
4. High point was open air Mass in Phoenix Park on Sunday 26 June. Elaborate
decorations and constructions centred on an ornate High Altar. Most modern
public address system then in existence also used to transmit Latin Mass.
Marked also by rendition of Panis Angelicus (Angelic Bread) by
internationally renowned Irish tenor and Papal Count, John McCormack. Pope
also conveyed blessing in recording from his private library in the Vatican,
commenting on the success of the week and the piety of the people.
Commentators estimated that close to a million people had converged on the
Phoenix Park for the climactic ceremonies of the week. Special trains brought
pilgrims from all over Ireland.
Irish Press of Monday 27 June 1932 commented on how the whole nation was
represented. This piece also conveyed the colour of the ceremony, with the
assembled bishops,
in white and black and red, in cream and gold and brown. They file
through the three thousand priests like a coloured thread being drawn
through white silk. Then up the crimson carpet, turning right and left
to the colonnades of the altar, and there they sit and, seen from afar
through the white pillars, each group looking like Leonardo da Vinci’s
painting of the ‘Last Supper’.
5. Historical significance of the Eucharistic Congress can be seen from several
points of view:
There was a harmonious relationship between the Catholic Church and
various sections of political establishment, which had been at odds since
the Civil War. Some commentators pointed to the events of the week
having a healing impact on the Civil War divide previously only evident in
GAA clubs.
Political leaders seemed to define their politics in Catholic terms, leading
some commentators to go so far as to label Éire/Ireland as a “confessional”
state. Newspaper reports referred to Catholic Church during the week as
“the one and only true Church”.
Others said the state ought to treat the clergy with great respect given the
overwhelmingly Catholic nature of Irish society.
Cardinal Lauri made regular mention of Dublin’s poor in his sermons,
representing Catholic social thinking and its implications for Ireland.
Congress sharply exposed differences between North and South. Many
commentators have also seen the Congress as an important event on the
path to de Valera’s new constitution of 1937.
United sense of solidarity in the south reinforced differences with
Protestant-Unionist north, where Catholics returning from Dublin
celebrations were subject to sectarian attacks.
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 30
13. Examples of oral testimony relating to Case Study The Eucharistic
Congress, 1932
Oral evidence of Eucharistic Congress, Dublin 1932, from RTE documentary,
Seven Ages, produced by Seán Ó Mórdha (available on DVD).
Example 1:
Testimony of Mgr Patrick Corish, former Professor of Modern History, St.
Patrick’s College, Maynooth.
I remember it with a certain feeling of regret that I wasn’t considered old enough to be
taken to Dublin. The whole countryside went to Dublin and going to Dublin in those
days, from even semi-remote parts of the countryside was quite an achievement. It
brought real pride to everybody, I think. Pride, first of all, that we could actually
manage such a thing. I think that was very widely felt, you know; the pride in the
sheer physical organisation of it. It showed that we could run affairs, you know, and
that is terribly important, I think, to any people who are conscious of an ethnic or
cultural unity and who set themselves out to become a state.
Example 2:
Testimony of Colonel Sean Clancy, Free State Army, who took part in Guard of
Honour at High Mass in Phoenix Park, Sunday June 26th
, 1932.
The high point of the Congress of course was the Mass in the Phoenix Park in the
presence of something over half a million people. The Fifteen Acres of the Park was
packed with people. The number of very high Churchmen from all over the world,
especially different countries in Europe. Bishops, Archbishops were small fry. The
army was to provide a guard of honour at the High Altar. I think about three days a
week we had been training. The royal salute had to be given with our swords and I
think it was the first occasion on which the royal salute was given in this country.
I remember Count John McCormack was immediately behind me. I could hear him
but I couldn’t see him on the High Altar. John McCormack that time was a world-
renowned singer, everyone knew of him and had heard him. After Benediction, then,
we were entertaining ourselves when the priest came in, in a hurry and he said, “The
members of the Government are on their way across”. So this was unexpected and it
was an embarrassing occasion because the Civil War had ended and some of them, we
had been fighting against them, and I’m sure they were as much embarrassed as we
were. But however, they came in anyhow, and we greeted them and passed round
drinks to them and we became very friendly and we got on very well together with
them. So it was a great day and a very satisfactory day.
It was the biggest Guard of Honour that was ever given for any affair in the history of
the state.
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 31
14. Reflection on the use of film evidence
Topic: The pursuit of sovereignty and the impact of partition, 1912-1949
The Eucharistic Congress, 1932.
See also transcripts of interviews provided, as well as “Significant Events”
From your viewing of this passage and consideration of the interview scripts,
which of the following elements are touched upon, and how?
1. Elements:
(a) State building and the consolidation of democracy
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(b) State and culture, North and South
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(c) Language, religion and education
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(d) Promotion of cultural identity
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Which key concepts and key personalities are illuminated, and how?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. How useful do you see film as a teaching aid in the Revised Syllabus?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 32
15. Reflection on the use of cartoon evidence
Later Modern Ireland Topic 2
Movements for political and social reform, 1870-1914
Case Study: Dublin 1913 – strike and lockout
Aims of session:
1. How to interpret a cartoon.
2. To tie the interpretation into learning outcomes and the 3Es.
Visual sources play a major role in shaping our image of the past.
Such images need to be subjected to the same kind of scrutiny and analysis
as other historical sources (G26, 27).
Historical cartoons are an important kind of visual source and usually
represent a particular viewpoint.
Learning how to ‘read’ or interpret such images will enhance a student’s
historical understanding.
Cartoons are often best used at the end of work on a topic when students
have the knowledge to help them recognise and decipher the clues in the
cartoon.
Cartoons are not concerned with presenting a balanced view.
To present their point of view in a lively manner they rely heavily on
caricature and exaggeration.
Cartoonists usually make assumptions about the viewers’ background
knowledge. Students need to work out what these assumptions are if they
are to grasp the meaning of the more subtle and complicated cartoons (all
points, G26).
The grid on p36 of the booklet is taken from the Guidelines, page 28. This is a useful
approach to the analysis of historical cartoons.
The approach moves from description to interpretation to the wider context.
This method focuses on the three Es on which the revised syllabus is based -
evidence, enquiry and exploration.
First Cartoon:
Irish Worker, 6 September 1913.
Teacher Activity:
Using one cartoon, either “Time to do this” (Saturday Herald, 6 September 913,
courtesy of Multitext, Cork) or “Saved” (Sunday Independent, 26 October 1913,
courtesy of National Library of Ireland), fill in the relevant points on the grid.
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 33
18. Historical Cartoons
Description
Describe exactly what you
see in the cartoon.
Describe the characters
portrayed.
How are they dressed?
What are they doing?
Are they realistically drawn or
exaggerated? (If exaggerated, in
what ways?)
Describe objects depicted.
Describe the background,
foreground etc.
Interpretation Evidence? How sure are you?
Do you recognise any of
the characters? If they are
based on real people,
name them and their
positions at the time the
cartoon was drawn.
Check the year and date of
publication. To what event
or issue is it referring?
What do you know about
the event/issue?
What does the caption
mean? Is it meant to be
humorous or ironic? If so,
in what ways?
Can you identify any
symbols that the cartoonist
is using (e.g. Uncle Sam)?
Are the characters drawn
in a positive or negative
way? Is the cartoonist’s
depiction flattering or
critical?
Wider context
What other historical sources would help you to check
your conclusion about this cartoon?
How effective is this cartoon in achieving its purpose?
Has the cartoon changed your interpretation of the
event, issue or persons to which it refers?
History In-Service Team, Supporting Leaving Certificate History, 2005, phase 3 page 36