Junior Cycle Lesson Plans
Unit 5:
Mapping the 1916 Rising
Junior Cycle Lesson Plans
Unit 5: Mapping the 1916 Rising
General Overview:
In this series of activity-based lessons students will gain a deeper understanding of the concepts of nationalism and separatism as well as learning about the main events before, during and after the 1916 Rising. Students will apply their understanding of these concepts and events to analysing a selection of maps, documents and photographs. Students will be able to identify some of the key personalities and groups involved in the 1916 Rising and be asked to consider how the rebel leaders used the geography of Ireland generally, and of Dublin specifically, to execute their plans. Students will further be asked to demonstrate their understanding in a series of assessment for learning (AFL) tasks.
The levels of detail presented in the maps and the richness of the historical sources offer considerable scope for students to develop their critical thinking skills. Students are encouraged to form and eval-uate their own opinions on the issues raised by an examination of the 1916 Rising, and demonstrate enquiry, critical thinking, and creative skills.
Subject: Junior Cert History
Unit: Political Developments in Twentieth Century Ireland
Topic: The 1916 Rising
Subject: Junior Cycle History
Strand: 1 (The Nature of History) 2 (The History of Ireland)
Topic: The 1916 Rising
Statements of SOL: 1, 3, 5, 8, 9, 16, 18, 24Learning Links
1.
Required Time: 6 -7, 40-minute class periods
Curricular Links: Geography, English, Art, Mathematics
Atlas of the Irish Revolution Resources for Schools p. 2
Aims: Knowledge: Students should develop an understanding of
o The different groups involved in the 1916 Risingo The main personalities associated with the 1916 Rising o The cause, course and consequences of the 1916 Rising
Concepts: Students should develop an understanding and the ability to apply the following procedural and substantive concepts
Skills: Students should develop the following research and writing skills
o Sourceo Evidenceo Chronologyo Opinion/Facto Bias/Objectivityo Propagandao Cause and Consequence of Revolution
o Locate a variety of historical sources such as primary and secondary written sources, maps and photographso Select relevant information from these sources to answer historical questions o Record information by note taking, categorising and summarisingo Examine the information critically, distinguishing between fact and opinion and detecting inconsistencies and biaso Synthesise information from a selection of sources to create timelines, logical sequences, lines of argument or explanationso Present and communicate findings in a variety of ways, e.g. written, graphic, oral
Junior Cycle History Specification: S = Strand , E = Element, LO = Learning Outcome
Learning Outcomes: by the end of these lessons students will be able to
Debate the usefulness and limitations of different types of sources of historical evi-dence, such as written, cartographic, photographic, oral and tactile evidence. (S.1 E2. LO.6)Effectively interrogate a map to extract historical informationDescribe the events and personalities associated with the 1916 Rising Be reflexive, critical and discriminating in response to a range of printed, visual and cartographic texts. (S1. E2. LO.10)Examine the rise and impact of nationalism and unionism in Ireland, including key events between 1911 and 1917 (S2. E1 LO.4)Understand the connections between cultural nationalism and the1916 Rising (S2. E.2. LO.10) Understand the immediate consequences of the 1916 RisingDescribe the impact of the 1916 Rising on the lives of ordinary people (S2. E2 LO.8)Make connections between local and national history of the 1916 Rising. (S2. E3 LO.14)Explain the connections between people, places or ideas relating to the 1916 Rising (S1. E3. LO.10)Use their imagination to consider the experiences of different people in 1916. (S1. E1 LO.1) Develop historical judgements based on evidence about personalities and events relating to the 1916, showing awareness of historical significance (S1. E2 LO.7) Work effectively with others in a range of rolesLocate and access additional material relating to the topic (S1. E1 LO.4)
o
ooo
o
o
ooo
o
o
o
oo
Atlas of the Irish Revolution Resources for Schools p. 3
Assessment for Learning: will be based on
o Sharing learning goals with the students o In-class peer assessmento Student self assessment sheets
Assessment of Learning: will be based on
o Informal teacher observation of student responseso Teacher observation of student ability to access and use the relevant resources during the lessonso Teacher observation of the accuracy of the information depicted in individual and group tasks o Differentiated questioning o The application of the assessment criteria provided in the individual lesson plans for the group work tasks. Elements such as effective group work, delivery, accuracy and relevance of content are included in the assessment criteriao Homework assignments suggested in the lesson plans
Atlas of the Irish Revolution Resources for Schools p. 4
Lear
ning
out
com
es
By th
e en
d of
this
less
on st
uden
ts
shou
ld h
ave
...
Part
1:
Ove
rvie
w/s
tart
erPa
rt 2
: Stu
dent
Led
Lea
rnin
gPa
rt 3
: Rev
iew
/Ple
nary
:
rein
forc
ed/r
evis
ed p
revi
ous
lear
ning
abo
ut th
e H
ome
Rule
Cr
isis
191
2-19
14
know
ledg
e of
the
mai
n ev
ents
in
the
year
s be
fore
the
Risi
ng
the
abili
ty to
reco
gnis
e th
e m
ain
pers
onal
ities
and
gro
ups
asso
ciat
ed w
ith th
e 19
16 R
isin
g
deve
lope
d an
abi
lity
to a
pply
th
e pr
oced
ural
con
cept
of
chro
nolo
gy a
nd th
e su
bsta
ntiv
e co
ncep
t of c
ause
prac
ticed
reco
rdin
g in
form
atio
n an
d su
mm
aris
ing
pres
ente
d in
form
atio
n in
gra
phic
fo
rmat
empl
oyed
num
erac
y sk
ills
wor
ked
effe
ctiv
ely
as p
art o
f a
grou
p
The
follo
win
g ta
sk m
ight
be
used
as
a m
eans
of fi
nish
ing
the
less
on, o
r, if
time
allo
ws,
the
teac
her m
ight
dec
ide
to s
truc
ture
an
add
ition
al c
lass
aro
und
the
activ
ity.
The
teac
her w
ill a
sk s
tude
nts
to e
ngag
e in
hot
sea
ting.
Thi
s is
a w
idel
y us
ed a
nd v
ery
effe
ctiv
e dr
ama
stra
tegy
whe
re
ques
tions
are
ask
ed to
a s
tude
nt s
ittin
g in
the
‘hot
sea
t’ w
ho
answ
ers
in c
hara
cter
. The
teac
her w
ill s
et th
is u
p by
telli
ng th
e cl
ass
that
it is
191
5 an
d th
ey w
ill h
ave
an o
ppor
tuni
ty to
mee
t an
d qu
estio
n Ja
mes
Con
nolly
, Pat
rick
Pear
se, S
ean
Mac
Der
mot
t, Jo
hn R
edm
ond
and
Eoin
Mac
Nei
ll.
The
teac
her w
ill a
ppoi
nt fi
ve c
hara
cter
s to
ass
ume
the
role
s an
d di
rect
them
to a
sho
rt fa
ct s
heet
on
each
of t
he c
hara
cter
s in
the
stud
ent w
orks
heet
. The
y sh
ould
fam
iliar
ise
them
selv
es
with
thei
r res
pect
ive
char
acte
rs.To
eac
h pa
ir of
rem
aini
ng
stud
ents
, the
teac
her w
ill a
ssig
n on
e of
the
char
acte
rs to
re
sear
ch. U
sing
the
sam
e w
orks
heet
, the
y w
ill b
e gi
ven
five
min
utes
to w
ork
in p
airs
to b
ecom
e ex
pert
on
the
char
acte
r an
d dr
aft t
hree
que
stio
ns. N
ote:
If ti
me
does
not
per
mit
, st
uden
ts m
ight
acc
ess
the
shor
t vid
eo b
iogr
aphi
es o
f Con
nolly
, M
acD
erm
ott P
ears
e at
: the
irish
revo
lutio
n.ie
Onc
e th
e fiv
e m
inut
es h
ave
elap
sed,
the
teac
her (
or a
stu
dent
) w
ill a
ssum
e th
e ro
le o
f cha
irper
son
and
field
the
ques
tions
. Ea
ch o
f the
cha
ract
ers
on th
e pa
nel m
ust r
emai
n in
cha
ract
er
for t
he d
urat
ion
of th
e se
ssio
n.
Stud
ents
will
eng
age
in p
eer a
sses
smen
t by
answ
erin
g th
e qu
estio
n: ‘W
ere
they
cre
dibl
e?’ a
t the
end
of e
ach
sess
ion.
Th
ey m
ust p
rovi
de re
ason
s fo
r the
ir co
nstr
uctiv
e cr
itici
sm a
nd
offe
r a s
ugge
stio
n ba
sed
on fa
ctua
l kno
wle
dge
as to
how
the
char
acte
r mig
ht h
ave
been
mor
e cr
edib
le w
here
rele
vant
.
Requ
ired
Mat
eria
l fo
r Le
sson
1: A
tlas
of t
he Ir
ish
Revo
lutio
n St
uden
t Doc
umen
t Pac
k an
d St
uden
t Wor
kshe
ets,
Uni
t 5. L
esso
n 1.
; Ti
mel
ine
Tem
plat
e an
d a
Proj
ecto
r
Link
s wit
h ot
her
subj
ects
:
Less
on 1
: Ire
land
bef
ore
the
Rebe
llion
(1
-2 cl
ass p
erio
ds)
SUM
MA
RY:
Dur
ing
this
less
on, s
tude
nts
will
enc
ount
er th
e m
ain
grou
ps a
nd p
rimar
y pe
rson
aliti
es a
ssoc
iate
d w
ith th
e 19
16 R
isin
g. T
he
less
on a
ims
to re
info
rce
prio
r lea
rnin
g by
gui
ding
stu
dent
s in
seq
uenc
ing
even
ts a
nd id
entif
ying
key
mom
ents
. Stu
dent
s w
ill a
lso
be a
sked
to
thi
nk c
ritic
ally
abo
ut t
he d
iffer
ent
poin
ts o
f vie
w o
n st
agin
g a
rebe
llion
in 1
916.
The
less
on m
ight
sta
nd a
lone
as
a re
visi
on c
lass
or
serv
e to
pro
vide
con
text
for,
and
a br
idge
to le
sson
s 2-
6.
Key
Que
stio
ns:
• W
hat w
ere
the
influ
entia
l gro
ups/
orga
nisa
tions
in Ir
elan
d in
191
6 an
d w
hat w
ere
thei
r aim
s?
The
teac
her b
egin
s by
exp
lain
ing
that
the
targ
ets
for t
his
less
on a
re to
be
able
to c
hart
th
e ch
rono
logi
cal p
rogr
essi
on o
f eve
nts
that
le
d to
eve
ntua
l out
brea
k of
the
rebe
llion
in
1916
, and
to re
cogn
ise
the
mai
n pl
ayer
s.
The
teac
her w
ill e
xpla
in th
at d
urin
g th
e le
sson
, the
stu
dent
s w
ill c
onst
ruct
a ti
mel
ine.
Th
e be
st s
tude
nt ti
mel
ine
will
be
disp
laye
d in
the
clas
sroo
m a
s vi
sual
con
text
ualis
atio
n fo
r the
ser
ies
of le
sson
s to
follo
w a
nd la
ter,
as
a re
visi
on a
id.
Dep
endi
ng o
n ho
w m
uch
revi
sion
is re
quire
d,
the
teac
her m
ight
spe
nd s
ome
time
on
ques
tioni
ng o
r ins
truc
tion
as a
lead
-in
to th
e st
uden
t tas
k of
cre
atin
g th
e tim
elin
e.
(S)h
e m
ight
find
it u
sefu
l to
pres
ent a
Po
wer
poin
t slid
e on
whi
ch th
e im
ages
of E
oin
Mac
Nei
ll, S
ean
Mac
Der
mot
t, Jo
hn R
edm
ond
and
the
Iris
h Ci
tizen
Arm
y ar
e di
spla
yed.
(S)
he w
ill e
xpla
in th
at e
ach
imag
e re
pres
ents
a
grou
p in
volv
ed in
the
1916
Ris
ing.
And
eac
h gr
oup
had
a di
ffer
ent i
dea
abou
t wha
t Iris
h fr
eedo
m m
eant
and
how
it m
ight
be
atta
ined
.
The
clas
s w
ill o
ffer
sug
gest
ions
as
to w
ho
each
per
sona
lity
is a
nd w
hy th
ey w
ere/
wer
e no
t will
ing
to fi
ght i
n 19
16.
Dire
ct th
e st
uden
ts to
the
first
two
page
s of
the
Stud
ent W
orks
heet
for L
esso
n 1.
Stu
dent
s w
ill
be g
iven
5-7
min
utes
to fi
ll in
the
gaps
in th
e se
nten
ces.
Som
e te
ache
rs fi
nd it
use
ful t
o ha
ve
a di
gita
l cou
ntdo
wn
cloc
k (a
vaila
ble
as a
n ap
p fo
r the
iPad
or o
nlin
e fo
r the
pro
ject
or) c
lear
ly
disp
laye
d at
the
top
of th
e cl
assr
oom
. It c
an b
e se
t to
issu
e an
ala
rm w
hen
the
time
is u
p. T
his
tech
niqu
e is
als
o ef
fect
ive
for b
ringi
ng g
roup
wor
k to
a c
oncl
usio
n.
At th
e en
d of
the
allo
tted
tim
e th
e st
uden
ts a
re
aske
d to
com
pare
thei
r ans
wer
s w
ith a
par
tner
. The
te
ache
r mig
ht c
hoos
e to
ask
for v
erba
l res
pons
es a
t th
is p
oint
or t
o su
rvey
stu
dent
pro
gres
s by
mov
ing
betw
een
the
grou
ps.
Onc
e ea
ch p
air c
ompl
etes
the
cloz
e te
st, t
he
teac
her w
ill a
sk th
em to
wor
k to
geth
er to
com
plet
e th
e vi
sual
tim
elin
e us
ing
the
info
rmat
ion
in th
e co
mpr
ehen
sion
. In
each
of t
he b
oxes
pro
vide
d th
ey
shou
ld s
umm
aris
e th
e re
leva
nt e
vent
. The
teac
her
mig
ht c
hoos
e to
prin
t the
tim
elin
e on
an
A3 s
heet
to
invo
lve
mor
e st
uden
ts in
eac
h gr
oup.
Dep
endi
ng
on ti
me,
the
teac
her m
ight
als
o as
k st
uden
ts to
ill
ustr
ate
the
timel
ine
with
a s
ymbo
l to
repr
esen
t ea
ch s
tage
.
The
teac
her s
houl
d ch
oose
the
mos
t eff
ectiv
e an
d ac
cura
te ti
mel
ines
for d
ispl
ay in
the
clas
sroo
m,
prov
idin
g fo
rmat
ive
feed
back
abo
ut w
hy th
ese
wer
e ch
osen
.
Step
1:
Step
2:
Step
3:
Step
4:
Engl
ish
o o o o o o o o
Lear
ning
out
com
es
By th
e en
d of
this
less
on st
uden
ts
shou
ld h
ave
...
Part
1:
Ove
rvie
w/s
tart
erPa
rt 2
: Stu
dent
Led
Lea
rnin
gPa
rt 3
: Rev
iew
/Pl
enar
y:
Requ
ired
Mat
eria
l fo
r Le
sson
2: A
tlas o
f the
Irish
Rev
olut
ion
Stud
ent W
orks
heet
s, U
nit 5
; ‘H
ow to
Rea
d a
Map
’ ins
truc
tiona
l Vid
eo
Link
s wit
h ot
her
subj
ects
:
Key
Que
stio
n: W
hat s
erie
s of e
vent
s mea
nt
that
the R
ising
, orig
inal
ly
plan
ned
as a
nat
ionw
ide r
e-be
llion
, was
larg
ely co
nfine
d to
D
ublin
?
Begi
n by
pre
sent
ing
the
clos
e-up
of
a ph
o-to
grap
h of
a b
ulle
t sa
lvag
ed f
rom
the
Aud
in
Cor
k ha
rbou
r. ht
tp://
tinyu
rl.co
m/a
udbu
llet
This
will
lead
to s
essio
n of
“20
que
stio
ns”.
The
stud
ents
will
try
to
elic
it an
swer
s fr
om t
he
teac
her,
who
will
eve
ntua
lly r
evea
l w
hat
the
obje
ct is
. O
nce
esta
blish
ed, t
he te
ache
r will
use
it a
s the
ba
sis fo
r a sh
ort p
rese
ntat
ion
on h
ow th
e le
ad-
ers’
plan
s w
ere
seve
rely
ham
pere
d by
the
loss
of
the
Aud.
The
teac
her w
ill a
lso d
ispla
y th
e im
age
of E
oin
Mac
Nei
ll’s c
ount
erm
andi
ng o
rder
and
exp
lain
th
at u
pon
disc
over
ing
the
loss
of t
he A
ud, a
nd
the
fact
the
Cas
tle D
ocum
ent h
ad b
een
a fo
rg-
ery,
he i
ssue
d a
coun
term
andi
ng o
rder
tha
t w
ould
hav
e fa
r-re
achi
ng co
nseq
uenc
es.
The
teac
her
expl
ains
that
the
mem
bers
of t
he
Mili
tary
Cou
ncil
calle
d an
em
erge
ncy
mee
ting
and
then
ask
s the
stud
ents
:
a) W
hat t
hey
thin
k th
e at
mos
pher
e in
Lib
erty
H
all m
ight
hav
e be
en li
ke, a
nd w
hy.
b) W
hat t
he le
ader
s of
the
Risin
g m
ight
hav
e di
scus
sed.
Engl
ish a
nd A
rt
o o o o o o
an u
nder
stan
ding
of t
he
mai
n ev
ents
in th
e le
ad-u
p to
th
e Ri
sing
a de
eper
kno
wle
dge
of th
e m
ain
pers
onal
ities
and
gr
oups
ass
ocia
ted
with
the
1916
Risi
ng
extr
acte
d ev
iden
ce fr
om
sour
ces t
o an
swer
que
stio
ns
pres
ente
d in
form
atio
n in
ar
tistic
form
at
empl
oyed
lite
racy
and
se
quen
cing
skill
s
used
thei
r im
agin
atio
n to
co
nsid
er th
e ex
perie
nces
of
diffe
rent
peo
ple
in 1
916
The
stud
ents’
sug
gest
ions
will
mar
k th
e br
idge
to th
e fir
st ta
sk in
the
Stu-
dent
Wor
kshe
et. Th
e te
ache
r ins
truc
ts th
e st
uden
ts to
read
the
fictio
nalis
ed
acco
unt o
f the
mee
ting
in L
iber
ty H
all o
n Su
nday
23
April
191
6 an
d th
en
answ
er th
e qu
estio
ns th
at fo
llow.
The t
ime a
lloca
ted
for t
his t
ask
is fiv
e min
utes
. Onc
e com
plet
ed, t
he st
uden
t sh
ould
com
pare
thei
r ans
wer
s with
a p
artn
er.
The s
tude
nts a
re th
en as
ked
to st
udy t
he m
ap o
f the
rout
e of t
he A
ud an
d th
at
of R
oger
Cas
emen
t’s U
boa
t and
read
the
sum
mar
y of
eve
nts
that
follo
ws.
In p
airs
, the
y sh
ould
answ
er th
e sho
rt co
mpr
ehen
sion
ques
tions
, whi
ch w
ill
serv
e as
the
scaff
old
for t
he su
bseq
uent
writ
ing
and
grap
hic t
asks
.
Stud
ents
hav
e a ch
oice
of t
hree
ass
ignm
ents
out
lined
in th
eir s
tude
nt w
ork-
shee
t.
Step
1:
Step
2:
Step
3:
Step
4:
The
assig
nmen
ts m
ight
be
com
-pl
eted
in cl
ass o
r as h
omew
ork.
O
nce
com
plet
ed, t
he te
ache
r w
ill a
sk th
e st
uden
ts to
gat
her
in g
roup
s of s
ix. I
deal
ly, th
ere
shou
ld b
e a
good
mix
of a
rt a
nd
writ
ing
in e
ach
grou
p.
(S)h
e w
ill ap
poin
t a ch
airp
erso
n in
eac
h gr
oup.
That
stud
ent w
ill
have
resp
onsib
ility
for m
akin
g su
re th
at e
ach
stud
ent h
as a
n op
port
unity
to p
rese
nt th
e re
sults
of t
heir
wor
k –
whe
ther
th
at is
art
istic
or l
itera
ry. C
ol-
lect
ivel
y th
e gr
oup
will
dec
ide
whi
ch p
iece
of w
ork
is
(a) Th
e m
ost h
istor
ical
ly
a
ccur
ate
(b) Th
e m
ost c
ompr
ehen
sive
(c) H
as in
volv
ed th
e m
ost e
ffort
That
stud
ent w
ill b
e as
ked
to
pres
ent t
heir
wor
k to
the
who
le
clas
s.
Less
on 2
:The
Voya
ge o
f the
Aud
and
the
Cou
nter
man
ding
Ord
erSu
mm
ary:
Bui
ldin
g on
the
intr
oduc
tion
to th
e pr
imar
y pe
rson
aliti
es in
the
prev
ious
clas
s, th
is le
sson
intr
oduc
es st
uden
ts to
sign
ifica
nt ev
ents
in th
e day
s le
adin
g up
to E
aste
r M
onda
y 19
16. S
tude
nts
are
intr
oduc
ed to
, and
eng
age
with
the
hist
ory
of th
e Ri
sing
thro
ugh
narr
ativ
e an
d ca
rtog
raph
ic d
epic
tion
of th
e eve
nts.
The l
esso
n co
ntai
ns n
umer
ous c
urric
ular
link
s with
Eng
lish
and
oppo
rtun
ities
for t
eam
-tea
chin
g.
The l
esso
n ai
ms t
o te
ach
stud
ents
the r
easo
ns w
hy th
e Risi
ng w
as la
rgel
y co
n-
fined
to D
ublin
, the
sig
nific
ance
of E
oin
Mac
Nei
ll’s c
ount
erm
andi
ng o
rder
th
e re
perc
ussio
ns o
f the
loss
of t
he A
ud o
n G
ood
Frid
ay. Th
ey w
ill b
e gu
ided
in
the
anal
ysis
of se
cond
ary
sour
ces c
reat
ed b
y th
e At
las o
f the
Irish
Rev
olu-
tion
team
as a
star
ting
poin
t for
thei
r ow
n im
agin
ativ
e re
crea
tion
of e
vent
s.
This
less
on, w
ith d
iffer
entia
ted
task
s, sh
ould
app
eal t
o st
uden
ts o
f all
leve
ls of
abi
lity.
Teac
hers
mig
ht ch
oose
to u
se a
ll of
the a
ctiv
ities
out
lined
bel
ow, o
r on
e ta
sk th
at th
ey co
nsid
er m
ost a
ppro
pria
te o
r rel
evan
t to
the
clas
s.
Opt
ion
1: W
rite
a sh
ort n
arra
tive
feat
urin
g C
apta
in K
arl S
pind
ler i
n co
nver
-sa
tion
with
one
oth
er ch
arac
ter.
Opt
ion
2: W
rite
the
shor
t dia
ry e
ntry
that
Cap
tain
Spi
ndle
r mig
ht h
ave
writ
-te
n on
Frid
ay 2
1th
April
191
6.
Opt
ion
3: S
tory
boar
d th
e mai
n ev
ents
of G
ood
Frid
ay, E
aste
r Sat
urda
y, Ea
ster
Su
nday
, Eas
ter M
onda
y 191
6. In
pai
rs th
ey sh
ould
bra
inst
orm
the m
ain
even
ts
of th
e fou
r day
s usin
g th
e bra
inst
orm
tem
plat
e in
thei
r wor
kboo
k. Th
e tea
cher
m
ight
cho
ose
to g
uide
stud
ents
in d
eepe
r res
earc
h ab
out t
he e
vent
s of t
hose
da
ys. O
nce
the
brai
nsto
rm s
essio
n is
com
plet
e, st
uden
ts m
ust d
iscus
s whi
ch
part
icul
ar k
ey m
omen
ts th
ey w
ill c
aptu
re a
s a g
raph
ic in
thei
r com
ic st
rip.
Lear
ning
out
com
es
By th
e en
d of
this
less
on
stud
ents
shou
ld h
ave
...
Part
1:
Ove
rvie
w/s
tart
erPa
rt 3
: Stu
dent
Led
Lea
rnin
g
Requ
ired
Mat
eria
l fo
r Le
sson
3: A
tlas o
f the
Irish
Rev
olut
ion
Stud
ent W
orks
heet
s, pr
ojec
tor,
Inte
rnet
acc
ess,
com
pute
r lab
Link
s wit
h ot
her
subj
ects
:
Key
Que
stio
n:W
hat w
ere t
he m
ain
even
ts in
Dub
lin d
urin
g the
191
6 Ri
sing?
Teac
hers
beg
in b
y di
spla
ying
th
e ful
l gar
rison
map
from
the
Doc
umen
t Pa
ck o
n a
Pow
er-
poin
t sli
de.
This
visu
ally
de-
pict
s the
loca
tions
of t
he re
bel
garr
isons
and
thei
r pr
oxim
ity
to t
he d
iffer
ent
Briti
sh A
rmy
barr
acks
and
to
Dub
lin C
as-
tle.
The
teac
her
mig
ht
ask
stud
ents
if
the
map
sug
gest
s th
at th
e M
ilita
ry C
ounc
il ha
d a
clea
r pl
an i
n pl
ace
for
the
Risin
g.
Onc
e th
e st
uden
ts o
ffer
som
e su
gges
tions
in
answ
er t
o th
e te
ache
r’s o
peni
ng q
uest
ion,
(s)
he w
ill c
ontin
ue b
y us
ing
the
map
as
an a
id t
o ex
plai
n th
e m
obili
satio
n of
the
diff
eren
t ba
ttalio
ns o
n Ea
ster
Mon
day.
Usin
g th
e m
ap,
the
teac
her
expl
ains
the
org
anisa
tion
of
the
diffe
rent
ga
rriso
ns
and
the
com
man
ders
. Th
e su
m-
mar
y of
the
Eas
ter
Risin
g on
th
e fir
st p
age
of t
he T
each
ers
Doc
umen
t Pac
k pr
ovid
es fu
ll-er
det
ails
of th
e le
ader
s, th
eir
loca
tions
and
the
com
plex
ion
of th
e di
ffere
nt g
roup
s.
Engl
ish
o o o o o o o
iden
tified
the
mai
n re
bel
garr
isons
in D
ublin
dur
ing
the
1916
Risi
ng
lear
ned
the
nam
es o
f the
m
ain
rebe
l lea
ders
expl
aine
d w
hy th
e re
bels
chos
e to
occ
upy
stra
tegi
c bu
ildin
gs in
Dub
lin
effec
tivel
y in
terr
ogat
ed a
m
ap to
ext
ract
hist
oric
al
info
rmat
ion
eval
uate
d so
urce
s rel
atin
g to
the
East
er R
ising
and
dr
awn
conc
lusio
ns
wor
ked
effec
tivel
y as
par
t of
a g
roup
clea
rly a
nd co
nfide
ntia
lly
com
mun
icat
ed th
eir u
n-de
rsta
ndin
g of
the
conc
epts
an
d ev
ents
usin
g a
varie
ty
of d
iffer
ent m
edia
The
teac
her w
ill d
ivid
e th
e cl
ass i
nto
grou
ps o
f fou
r stu
dent
s. Ea
ch g
roup
repr
esen
ts th
e st
aff o
f a d
iffer
ent n
ewsp
aper
. Stu
dent
s are
info
rmed
that
thei
r new
spap
er
is op
erat
ing
in D
ublin
dur
ing
East
er W
eek
and
repo
rtin
g on
the
scen
es a
roun
d Vo
lunt
eer H
eadq
uart
ers i
n th
e G
ener
al P
ost O
ffice
.Re
min
d stu
dent
s tha
t the
y ar
e exp
ecte
d to
be o
bjec
tive i
n th
eir r
epor
ting
and
shou
ld p
rese
nt a
s muc
h fa
ctua
l inf
orm
atio
n as
pos
sible
base
d on
the e
vide
nce f
rom
thei
r re
sear
ch, t
he m
aps a
nd fr
om th
eir w
ider
read
ing.
The
grou
ps a
re g
iven
five
min
utes
to d
ecid
e on
the
nam
e of
thei
r new
spap
er. Th
ey sh
ould
also
read
the
list o
f res
pons
ibili
ties a
ssoc
iate
d w
ith th
e ro
le o
f Edi
tor,
Jour
nalis
t and
Des
ign
Edito
r in
the
Stud
ent W
orks
heet
and
com
plet
e th
e N
ewsp
aper
Sta
ffing
She
et o
n th
e sa
me
page
, bef
ore
retu
rnin
g it
to th
e te
ache
r.
Onc
e th
e ro
les h
ave
been
ass
igne
d an
d th
e ne
wsp
aper
nam
ed, t
he te
ache
r sho
uld
dist
ribut
e th
e m
ater
ials
liste
d be
low
to e
ach
grou
p. Id
eally
, the
map
s sho
uld
be
mad
e ava
ilabl
e to
stud
ents
as p
df fi
les s
o th
at th
ey ca
n co
nsul
t the
m in
divi
dual
ly a
s nec
essa
ry an
d m
agni
fy an
y ar
eas t
hat t
hey
wou
ld li
ke to
stud
y in
mor
e det
ail.
If th
is is
not p
ossib
le, t
he te
ache
r can
loca
te th
e re
leva
nt m
aps i
n th
e D
ocum
ent P
ack
and
phot
ocop
y as
nec
essa
ry.
All
grou
ps sh
ould
rece
ive:
• Th
e O
vera
ll G
arris
on M
ap: f
or a
n ov
ervi
ew o
f the
gar
rison
s and
an
unde
rsta
ndin
g of
whe
re th
eir a
rea
of in
tere
st is
in re
latio
n to
the
othe
r gar
rison
s•
The
Inve
rted
Tria
ngle
: thi
s gra
phic
giv
es th
e ba
sic st
ruct
ure
of a
new
spap
er a
rtic
le•
The
Map
of t
he G
PO a
nd S
ackv
ille
Stre
et A
rea
• Li
st o
f lin
ks to
add
ition
al re
sear
ch m
ater
ial
• N
ewsp
aper
Fro
nt P
age
Tem
plat
e (h
ard
copy
or
digi
tal f
orm
at)
Goo
gle
Doc
s pr
ovid
es a
sel
ectio
n of
onl
ine
tem
plat
es fo
r st
uden
t new
spap
ers
Step
1:
Step
2:
Step
3:
Opt
ions
and
Alte
rnat
ives
Less
ons 3
& 4
: The
Cou
rse
of th
e 19
16 R
isin
g
Sum
mar
y: In
thes
e les
sons
, stu
dent
s are
intr
oduc
ed to
bot
h th
e hist
ory
and
the g
eogr
aphy
of
the
1916
Risi
ng in
Dub
lin. Th
ey w
ill le
arn
to id
entif
y th
e di
ffere
nt V
olun
teer
gar
rison
s in
191
6 an
d th
e le
ader
s of e
ach
garr
ison.
They
will
stud
y m
aps d
epic
ting
the
mai
n ev
ents
at
one
gar
rison
are
a an
d w
rite
fact
ual n
ewsp
aper
art
icle
s bas
ed o
n th
e ev
iden
ce e
xtra
cted
. O
nce
agai
n, th
ere
are
stro
ng cr
oss-
curr
icul
ar li
nks w
ith E
nglis
h.
This
less
on a
ims t
o en
gage
stud
ents
prim
arily
thou
gh th
e ca
rtog
raph
ic d
epic
tion
of so
me
of th
e mai
n ev
ents
of E
aste
r Wee
k. Th
roug
h co
llabo
rativ
e gro
up w
ork,
stud
ents
will
enga
ge
in re
sear
ch a
nd c
onfid
ently
com
mun
icat
e th
e re
sults
of t
heir
rese
arch
in o
ral,
visu
al a
nd
The
teac
her m
ay d
ecid
e to
com
plet
e th
e ne
wsp
aper
task
in cl
ass u
sing
a pr
inte
d ne
wsp
aper
tem
plat
e, or
onl
ine
usin
g a
Goo
gle
Doc
tem
-pl
ate.
The
leve
l of d
etai
l exp
ecte
d of
stud
ents
will
dep
end
on th
e tim
e al
lotte
d to
the
task
and
the
reso
urce
s ava
ilabl
e fo
r fur
ther
rese
arch
.
You
mig
ht d
ecid
e to
allo
cate
diff
eren
t gar
rison
s to
each
new
spap
er te
am, e
.g. O
ne n
ewsp
aper
team
loca
ted
near
a) Th
e Fo
ur C
ourt
s Are
a b)
The
Sout
h D
ublin
Uni
on c)
Mou
nt S
tree
t Brid
ge d
) O’C
onne
ll St
reet
.In
this
case
, stu
dent
s mig
ht m
ake
use
of G
oogl
e M
aps v
irtua
l tou
r of t
he 1
916
Risin
g to
con
duct
thei
r ind
ivid
ual r
esea
rch
http
s://d
ublin
-ris
ing.
with
goog
le.co
m/w
elco
me/
They
mig
ht a
lso c
onsu
lt th
e RT
E sit
e, w
hich
feat
ures
inte
ract
ive
map
s, im
ages
and
inte
rvie
ws w
ith v
eter
an su
rviv
ors o
f the
191
6 Ri
sing.
ht
tp://
1916
.rte.i
e/
In o
rder
to e
xam
ine
the
hum
an p
ersp
ectiv
e an
d to
find
rel
evan
t quo
tatio
ns fo
r in
clus
ion
in th
eir
artic
les,
the
teac
her
mig
ht d
irect
the
stud
ents
to r
elev
ant w
itnes
s st
atem
ents
ava
ilabl
e on
line
from
the
Bure
au o
f Mili
tary
Hist
ory
and/
or n
ews
artic
les
from
191
6 fo
r us
e as
ex
ampl
es at
http
s://w
ww.
irish
new
sarc
hive
.com
or t
he R
evol
utio
n Pa
pers
at h
ttps:/
/ww
w.re
volu
tionp
aper
s.com
/
NO
TE: J
ourn
alist
s sho
uld
cons
ult t
he in
vert
ed tr
iang
le in
the s
tude
nt w
orkb
ook
befo
re p
lann
ing t
he st
ruct
ure o
f the
ir ar
ticles
.
Part
4: R
evie
w/
Plen
ary:
O
nce
the
new
spap
er fr
ont
page
s are
com
plet
e th
e te
ams w
ill p
rese
nt th
eir
wor
k to
the
rest
of t
he cl
ass.
The
pres
enta
tion
may
be
a Po
wer
poin
t, in
har
dcop
y or
in
dig
ital f
orm
at.
Each
mem
ber o
f the
team
sh
ould
exp
lain
his
or h
er
inpu
t int
o th
e cr
eatio
n of
the
new
spap
er, t
he m
ain
poin
ts
in th
e ar
ticle
s and
any
thin
g th
at su
rpris
ed th
em d
urin
g th
eir r
esea
rch.
Onc
e th
e pr
esen
tatio
n/
read
ing
is co
mpl
ete
the
othe
r cl
ass m
embe
rs sh
ould
use
w
hat t
hey
have
hea
rd a
nd
thei
r ow
n kn
owle
dge
of
even
ts to
ask
rele
vant
que
s-tio
ns o
f the
act
ors/
diar
ists.
Lear
ning
out
com
es
By th
e en
d of
this
less
on st
uden
ts
shou
ld h
ave
...
Part
1:
Ove
rvie
w/s
tart
erPa
rt 2
: Stu
dent
Led
Lea
rnin
g
Requ
ired
Mat
eria
l fo
r Le
sson
2: A
tlas o
f the
Irish
Rev
olut
ion
Stud
ent W
orks
heet
s, U
nit 5
; In
terv
iew
with
Crio
stor
Mac
Car
thai
gh, A
ctin
g D
irect
or o
f the
Nat
iona
l Fol
klor
e C
olle
ctio
n at
UC
D p
oste
d
on th
e C
entu
ry Ir
elan
d w
ebsit
e. It
incl
udes
orig
inal
eye
witn
ess a
ccou
nts o
f the
afte
rmat
h of
the
risin
g. h
ttp://
ww
w.rt
e.ie/
cent
uryi
rela
nd; C
ompu
ter L
ab; D
igiti
sed
vers
ion
of th
e Sin
n Fé
in R
ebell
ion
Han
dboo
k, E
aste
r 191
6 ht
tps:/
/arc
hive
.or
g/de
tails
/sin
nfei
nreb
ellio
00du
bl/p
age/
n8 ;
Link
s wit
h ot
her
subj
ects
:
Key
Que
stio
n: W
hat w
ere d
iffer
ent r
eact
ions
to
the 1
916
Risin
g and
why
did
th
ey ch
ange
?
The
teac
her
begi
ns b
y di
spla
ying
the
pho-
togr
aph
of th
e ru
ins o
f Abb
ey S
tree
t, Sa
ck-
ville
(O’C
onne
ll) St
reet
and
the G
PO in
the
after
mat
h of
the
Risin
g. (D
ocum
ent P
ack)
The
stud
ents
are
giv
en t
hree
min
utes
to
com
plet
e th
e fir
st tw
o pa
ges i
n th
e St
uden
t W
orks
heet
, whi
ch se
ek a
simpl
e ana
lysis
of
the
phot
ogra
ph a
nd a
n as
sess
men
t of
its
re
liabi
lity
as a
sour
ce.
The
teac
her
shou
ld fi
eld
the
answ
ers
to
thes
e que
stio
ns, u
sing
the t
ime t
o po
int o
ut
the r
easo
ns w
hy m
any
peop
le w
ere i
nitia
lly
disg
uste
d an
d ou
trag
ed a
t the
des
truc
tion
and
deat
h ca
used
by
the
1916
Risi
ng.
For
the
last
que
stio
n on
the
rel
iabi
lity
of
the
phot
ogra
ph, t
he te
ache
r sh
ould
intr
o-du
ce th
e co
ncep
t of d
iffer
ent p
ersp
ectiv
es
on th
e sa
me
scen
e. To
rein
forc
e th
e po
int,
the
teac
her
coul
d pl
ay t
he in
terv
iew
with
C
riost
or M
acC
arth
aigh
abo
ut t
he e
yew
it-ne
ss a
ccou
nts o
f 191
6
Onc
e th
e st
uden
ts h
ave
been
gui
ded
in
iden
tifyi
ng th
e diff
eren
t per
spec
tives
in th
e ey
ewitn
ess a
ccou
nts,
they
shou
ld co
mpl
ete
the
com
plem
enta
ry a
ctiv
ity i
n pa
ge 2
of
the
wor
kshe
et.
Engl
ish a
nd A
rt
o o o o o o
a be
tter u
nder
stan
ding
of t
he
conc
epts
of b
ias,
pers
pect
ive
and
cons
eque
nces
unde
rsto
od th
e in
itial
reac
-tio
ns to
the
1916
Risi
ng
expl
aine
d w
hy at
titud
es to
the
lead
ers o
f the
Risi
ng ch
ange
d
inte
rrog
ated
a m
ap to
ext
ract
hi
stor
ical
info
rmat
ion
eval
uate
d so
urce
s rel
ated
to
the
East
er R
ising
and
dra
wn
conc
lusio
ns th
roug
h co
mpa
r-iso
n
clea
rly a
nd co
nfide
ntia
lly
com
mun
icat
ed th
eir u
nder
-st
andi
ng o
f the
conc
epts
and
ev
ents
Each
stud
ent i
s ass
igne
d a
num
ber b
etw
een
1 an
d 6.
Ask
the s
tude
nts t
o im
agin
e tha
t the
imag
e was
prin
ted
in a
new
spap
er o
n Su
nday
30
April
191
6. B
ased
on
thei
r ass
igne
d nu
mbe
r the
y sh
ould
exa
min
e th
e im
age
agai
n fr
om th
e po
int o
f vie
w o
f a p
artic
ular
pe
rson
in D
ublin
in 1
916.
1.
A re
siden
t of t
he S
ackv
ille S
treet
are
a in
191
62.
Th
e nei
ghbo
ur o
f a y
oung
child
kill
ed d
urin
g the
191
6 Ri
sing
3.
A m
embe
r of t
he G
PO ga
rriso
n un
der P
atric
k Pe
arse
dur
ing E
aste
r Wee
k4.
A
sold
ier i
n th
e Brit
ish A
rmy
who
was
on
duty
in S
ackv
ille S
treet
on
Frid
ay 2
8 Ap
ril 1
916
5.
The w
ife o
f an
Irish
man
serv
ing w
ith th
e Brit
ish a
rmy
in F
ranc
e in
1916
6.
An u
nem
ploy
ed la
bour
er fr
om a
tene
men
t bui
ldin
g in
the S
ackv
ille s
treet
are
a w
ho en
gage
d in
loot
ing d
urin
g Eas
ter W
eek
In th
e sp
ace
prov
ided
they
sho
uld
take
thre
e m
inut
es w
rite
the
five
wor
ds th
at b
est d
escr
ibe
how
the
phot
ogra
ph m
ight
mak
e th
at
pers
on fe
el.
Onc
e th
e st
uden
ts h
ave
writ
ten
five
wor
ds, t
hey
shou
ld fi
nd th
ree
othe
r stu
dent
s with
the
sam
e nu
mbe
r/pe
rspe
ctiv
e. U
sing
the
plac
e-m
at te
mpl
ate i
n th
e stu
dent
wor
kshe
et ea
ch g
roup
of f
our s
houl
d co
mpa
re th
eir w
ords
and
com
pile
the g
roup
’s fin
al li
st o
f sev
en w
ords
.
Each
gro
up w
ill a
ppoi
nt a
spok
espe
rson
to fe
edba
ck th
eir s
even
wor
ds to
the
clas
s. Th
e te
ache
r sho
uld
use
the
foru
m to
rein
forc
e th
e co
ncep
ts o
f bia
s and
per
spec
tive/
poi
nt o
f vie
w.
If cl
ass t
ime p
erm
its (o
r as h
omew
ork)
, tea
cher
s mig
ht as
k th
e stu
dent
s to
choo
se fr
om o
ne o
f the
follo
win
g ta
sks t
o re
info
rce l
earn
ing.
Opt
ion
1: B
ased
on
the w
ords
chos
en b
y yo
ur g
roup
and
from
list
enin
g to
the f
eedb
ack
from
the o
ther
gro
ups,
writ
e a sh
ort d
ram
atic
sc
ene
in w
hich
you
r cho
sen
char
acte
r is d
iscus
sing
his/
her r
eact
ions
to th
e Ri
sing
with
ano
ther
char
acte
r of y
our c
hoic
e.St
uden
ts co
uld
deci
de to
writ
e th
e dr
amat
ic sc
ene
as a
gro
up a
nd p
erfo
rm it
for t
he cl
ass o
r film
it a
s a sh
ort fi
lm sc
ene.
Alte
rnat
ivel
y, st
uden
ts m
ight
writ
e it
indi
vidu
ally
as h
omew
ork.
Opt
ion
2: B
ased
on
the
wor
ds c
hose
n by
you
r gro
up a
nd fr
om li
sten
ing
to th
e fe
edba
ck fr
om th
e ot
her g
roup
s writ
e th
e sh
ort d
iary
en
try
your
char
acte
r mig
ht h
ave
writ
ten
on S
unda
y 30
th A
pril
1916
in th
e im
med
iate
afte
rmat
h of
the
1916
Risi
ng.
Step
1:
Step
2:
Step
3:
Step
4:
Step
5:
Step
6:
Less
on 5
: Diff
eren
t per
spec
tives
on
the
1916
Ris
ing
Sum
mar
y: In
less
ons 5
& 6
, stu
dent
s will
enc
ount
er a
prim
ary
sour
ce re
latin
g to
the
imm
edia
te a
fterm
ath
of th
e 19
16 R
ising
. They
will
be
aske
d to
ana
lyse
the
relia
bilit
y of
ey
ewitn
ess a
ccou
nts a
nd p
hoto
grap
hs a
s hist
oric
al so
urce
s. H
avin
g en
coun
tere
d a
serie
s of d
iffer
ent p
ersp
ectiv
es o
n th
e Ri
sing,
they
will
be
aske
d to
re- e
xam
ine
the
sour
ce
from
a p
artic
ular
poi
nt o
f vie
w. Th
is pr
oces
s sho
uld
rein
forc
e th
e co
ncep
ts o
f bia
s, pe
rspe
ctiv
e an
d co
nseq
uenc
e. Th
ere
is a
dist
inct
cro
ss-c
urric
ular
link
with
Eng
lish
in p
art
two
of th
e st
uden
t tas
k.
In th
e se
cond
less
on th
ey w
ill b
e as
ked
to e
xam
ine
a m
ap a
nd tw
o do
cum
ents
rela
ting
to th
e aft
erm
ath
of th
e Ri
sing.
Aga
in, t
hey
will
be
aske
d to
use
thes
e so
urce
s to
exam
ine
the
reas
ons f
or th
e di
ffere
nt re
actio
ns to
the
Risin
g an
d as
sess
the
reas
ons w
hy re
actio
ns to
the
Risin
g ch
ange
d.
Part
3: R
evie
w/
Plen
ary:
As a
conc
lusio
n to
the
less
on
the
teac
her s
houl
d re
info
rce
the
mai
n re
ason
sfo
r the
chan
ge in
pub
lic
opin
ion
abou
t the
Risi
ng b
y in
form
al q
uest
ioni
ng.
The
essa
y te
mpl
ate
or cr
oss-
wor
d ex
erci
se in
the
Stud
ent
Wor
kshe
et m
ay b
e us
ed in
cl
ass o
r as h
omew
ork
to
rein
forc
e le
arni
ng a
bout
the
1916
Risi
ng.
The
cros
swor
d w
as cr
eate
d at
ht
tp://
ww
w.ar
mor
edpe
ngui
n.co
m/c
ross
wor
d/
Lear
ning
out
com
es
By th
e en
d of
this
less
on
stud
ents
shou
ld h
ave
...
Part
1:
Ove
rvie
w/s
tart
erPa
rt 2
: Stu
dent
Led
Lea
rnin
g
Requ
ired
Mat
eria
l fo
r Le
sson
2: A
tlas o
f the
Irish
Rev
olut
ion
Stud
ent W
orks
heet
s, C
ompu
ter L
ab; t
he S
inn
Féin
Reb
ellio
n H
andb
ook,
Eas
ter 1
916
http
s://a
rchi
ve.o
rg/d
etai
ls/sin
nfei
nreb
ellio
00du
bl/p
age/
n8 ;
Link
s wit
h ot
her
subj
ects
:
Key
Que
stio
n: W
hat w
ere d
iffer
ent r
eact
ions
to
the 1
916
Risin
g and
why
did
th
ey ch
ange
?
The
teac
her
play
s th
e sh
ort
six m
inut
e do
cu-
men
tary
: The
Stor
y of
Irel
and
– ep
isode
5 ‘A
ge
of N
atio
ns’ (
BBC
): Th
e vi
deo
pres
ents
an
over
-vi
ew o
f the
imm
edia
te a
fterm
ath
of th
e Ri
sing
and
the
chan
ge in
pub
lic o
pini
on a
fter t
he e
xe-
cutio
n of
the
rebe
l lea
ders
.
Pose
the
que
stio
n: A
ccor
ding
to
the
narr
ator
, Fe
rgal
Kea
ne,
the
Briti
sh m
ade
a ‘g
rave
mis
-ca
lcul
atio
n’. W
hat d
o yo
u th
ink
he m
ight
hav
e m
eant
by
this?
The
teac
her
adds
mor
e de
tail
to t
he r
easo
ns
why
the
tide
of p
ublic
opi
nion
. (S)
he m
ight
tell
the s
tory
of J
osep
h Pl
unke
tt’s m
arria
ge to
Gra
ce
Giff
ord
on t
he n
ight
bef
ore
his
exec
utio
n, o
r ho
w M
icha
el M
allin
left
behi
nd fo
ur c
hild
ren
and
a w
ife w
ho w
as p
regn
ant w
ith t
heir
fifth.
M
entio
n ho
w M
arga
ret P
ears
e ha
d to
con
tend
w
ith th
e lo
ss o
f tw
o so
ns, o
ne o
f who
m, W
illie
Pe
arse
, had
littl
e mor
e tha
n a s
uppo
rtin
g ro
le in
th
e Re
belli
on. (
S)he
mig
ht p
oint
to N
ed D
aly
and
Con
Col
bert
’s yo
uth,
or t
o ho
w th
e wou
nd-
ed Ja
mes
Con
nolly
was
exe
cute
d w
hile
tied
to
a ch
air,
or to
Tom
Cla
rke
who
se w
ife K
athl
een
suffe
red
a m
iscar
riage
soo
n aft
er h
er la
st v
isit
to h
er h
usba
nd in
Kilm
ainh
am Ja
il. Th
e st
orie
s of
the
exe
cute
d le
ader
s –
publ
icise
d by
Sin
n Fe
in –
gar
nere
d a
sym
path
etic
res
pons
e fr
om
the
publ
ic. Th
is, c
ombi
ned
with
the
perc
eive
d br
utal
ity o
f the
Brit
ish g
over
nmen
t’s r
espo
nse
to t
he R
ising
, the
con
tinua
tion
of m
artia
l law
an
d th
e arr
ests
and
depo
rtat
ion
of th
ousa
nds o
f pr
isone
rs se
rved
to sh
ift p
ublic
opi
nion
in fa
vour
of
the V
olun
teer
s.
Engl
ish a
nd A
rt
o o o o o o
a be
tter u
nder
stan
ding
of
the
conc
epts
of
bias
, per
spec
tive
and
cons
eque
nces
unde
rsto
od th
e in
itial
re
actio
ns to
the
1916
Ri
sing
expl
aine
d w
hy at
titud
es to
th
e le
ader
s of t
he R
ising
ch
ange
d
inte
rrog
ated
a m
ap
to e
xtra
ct h
istor
ical
in
form
atio
n
eval
uate
d so
urce
s rel
ated
to
the
East
er R
ising
an
d dr
awn
conc
lusio
ns
thro
ugh
com
paris
on
clea
rly a
nd co
nfide
ntia
lly
com
mun
icat
ed th
eir
unde
rsta
ndin
g of
the
conc
epts
and
eve
nts
Dire
ct s
tude
nts
to th
e fir
st e
xerc
ise in
the
Stud
ent W
orks
heet
. The
docu
men
t for
ana
lysis
is a
lette
r w
ritte
n by
Eam
onn
Cea
nnt t
o hi
s wife
Ain
e sh
ortly
bef
ore
his e
xecu
tion
on 8
May
191
6.
Stud
ents
indi
vidu
ally
com
plet
e que
stio
ns 1
-8 o
n th
e prim
ary
sour
ce a
naly
sis sh
eet,
and
then
com
pare
th
eir a
nsw
ers w
ith a
seco
nd st
uden
t. A
fter fi
ve m
inut
es, t
he te
ache
r will
ask
stud
ents
to fe
ed b
ack
the
com
preh
ensio
n an
swer
s 1-
8 to
the
clas
s. Q
uest
ion
9: ‘P
oint
for
Disc
ussio
n’ c
ould
be
open
ed to
the
clas
s, di
scus
sed
in g
roup
s of f
our,
or co
mpl
eted
for h
omew
ork
Dire
ct st
uden
ts to
the
seco
nd e
xerc
ise o
n th
e St
uden
t Wor
kshe
et. Th
e do
cum
ent f
or a
naly
sis is
a m
ap
show
ing
the a
ddre
sses
of t
he 2
,486
per
sons
list
ed as
det
aine
d an
d de
port
ed d
urin
g M
ay an
d Ju
ne 1
916.
St
uden
ts in
divi
dual
ly co
mpl
ete q
uest
ions
1-4
on
the p
rimar
y so
urce
ana
lysis
shee
t, an
d th
en co
mpa
re
thei
r ans
wer
s with
a se
cond
stud
ent b
efor
e fe
edin
g ba
ck to
the
clas
s.
The
teac
her
may
cho
ose
to d
evot
e as
muc
h or
as
little
tim
e as
requ
ired
to th
e la
st g
roup
task
whe
re
stud
ents
are
ask
ed to
take
on
the r
oles
of r
esea
rche
rs a
nd h
istor
ians
. The
obje
ctiv
e of
the
exer
cise
is to
en
gage
the s
tude
nts i
n th
e pro
cess
of r
esea
rchi
ng a
prim
ary
sour
ce. Th
ey ar
e also
gui
ded
in th
e pro
cess
of
usin
g ev
iden
ce to
repr
esen
t hist
oric
al d
ata
as a
map
. Las
tly, t
he p
roce
ss se
rves
to h
uman
ise th
e st
a-tis
tics o
f hist
ory
and
brin
g hi
stor
y to
life
for t
he cl
ass.
Div
ide
the
clas
s int
o gr
oups
of t
hree
stud
ents
. Eac
h gr
oup
is as
signe
d on
e co
unty
from
the
follo
win
g lis
t: W
exfo
rd, K
ildar
e, G
alw
ay,
Tyro
ne, M
ayo,
Cor
k, K
erry
, Bel
fast
, Dub
lin, T
ippe
rary
.
The g
roup
s are
pro
vide
d w
ith th
e lin
k to
a di
gitis
ed v
ersio
n of
the S
inn
Féin
Reb
ellio
n H
andb
ook,
Eas
ter 1
916
- the
prim
ary
sour
ce o
n w
hich
the
map
(Doc
umen
t 2) w
as b
ased
. The
Stud
ent W
orks
heet
dire
cts t
he st
uden
ts to
p. 6
9 of
the
Rebe
llion
Han
dboo
k an
d th
e lis
t of
pris
oner
s dep
orte
d aft
er th
e Ri
sing.
In m
any
case
s the
pro
fess
ion
of th
e pr
isone
r is l
isted
as w
ell a
s the
ir na
me
and
addr
ess.
Befo
re
the
stud
ents
beg
in r
esea
rchi
ng, t
he te
ache
r sh
ould
take
the
oppo
rtun
ity to
pro
vide
con
text
for
the
sour
ce, a
nd o
utlin
e so
me
of th
e ch
alle
nges
face
d w
hen
usin
g a
prim
ary
sour
ce su
ch a
s thi
s one
.
Each
gro
up sh
ould
sear
ch fo
r the
nam
es o
f eig
ht p
rison
ers f
rom
thei
r ass
igne
d co
unty
who
wer
e de
port
ed b
etw
een
8th
and
20th
May
19
16. I
n th
e te
mpl
ate
prov
ided
in th
e w
orks
heet
, stu
dent
s are
ask
ed to
not
e th
eir n
ames
, hom
e ad
dres
s, da
te o
f dep
orta
tion,
des
tina-
tion
priso
n an
d oc
cupa
tion
whe
re li
sted
. Onc
e th
e te
mpl
ate
is co
mpl
ete,
stud
ents
plo
t the
des
tinat
ions
on
the
map
of B
ritai
n on
the
next
pag
e an
d in
the
box
prov
ided
, dra
w a
n ou
tline
map
of t
heir
assig
ned
coun
ty a
nd p
lot t
he n
ames
and
add
ress
es o
f the
ir ch
osen
pe
ople
. The
occu
patio
ns, w
here
list
ed, s
houl
d be
repr
esen
ted
by a
sym
bol.
The
teac
her m
ay a
sk th
e st
uden
ts to
pre
sent
thei
r find
ings
to th
e cl
ass o
r am
alga
mat
e th
em in
to a
clas
s disp
lay.
Tack
1
Task
2
Task
3
Less
on 6
: Cha
ngin
g O
pini
ons
Sum
mar
y: In
less
ons 5
and
6, s
tude
nts w
ill e
ncou
nter
a p
rimar
y so
urce
rela
ting
to th
e im
med
iate
afte
rmat
h of
the
1916
Risi
ng. Th
ey w
ill b
e as
ked
to a
naly
se th
e re
liabi
lity
of
eyew
itnes
s acc
ount
s and
pho
togr
aphs
as h
istor
ical
sour
ces.
Hav
ing
enco
unte
red
a se
ries o
f diff
eren
t per
spec
tives
on
the
Risin
g, th
ey w
ill b
e as
ked
to re
- exa
min
e th
e so
urce
fr
om a
par
ticul
ar p
oint
of v
iew.
This
proc
ess s
houl
d re
info
rce
the
conc
epts
of b
ias,
pers
pect
ive
and
cons
eque
nce.
Ther
e is
a di
stin
ct c
ross
-cur
ricul
ar li
nk w
ith E
nglis
h in
par
t tw
o of
the
stud
ent t
ask.
In
the
seco
nd le
sson
they
will
be
aske
d to
exa
min
e a
map
and
two
docu
men
ts re
latin
g to
the
after
mat
h of
the
Risin
g. A
gain
, the
y w
ill b
e as
ked
to u
se th
ese
sour
ces t
o ex
amin
e th
e re
ason
s for
the
diffe
rent
reac
tions
to th
e Ri
sing
and
asse
ss th
e re
ason
s why
reac
tions
to th
e Ri
sing
chan
ged.
Part
3: R
evie
w/
Plen
ary:
1916 Rising Crossword Solution
11
3
5
2
4
6
7
9
1
8
10
12
14
19
16 17
20
24
22
21
23
25
26
28
29 30
32
31
27
18
13
15
Jo
o
sephP
Liff
y
lu
Lib
ral
nkett
Coun
ermand
d
ng
C
mannn
n
b
A
H o m
KB
M
l o o d
d
s a
a
c r f i c e
e
il
l
mm
ainhao
uA d
P r o c l a m a t
J
T
aacoH w t hbs
m e s C o oo
l ln n
W
M
o o dv
to
e n b g er i
h e f o u r u r sc
F
ong
ch
r
o n
ncil
i
A t h u g r
r
r
r
i
p i
f tfr r i
V l u n t e e ro s
S c k v i l l e t tr e es
itaryC
E
s
d
o r e S t tr e e
I t e r n m e n t
R p u b l i c a n s
wat l s
a
rdC
Ten
n
em
icz
Mar
v
kie
is
s
S
N
t
a
on
JohnRedm
nd A
si aB
e r u e
pril
Across:
This word means to see something from only one point of viewO’Connell Street was known by this name in 1916The GPO garrison evacuated to this street after their headquarters was shelled on Friday of Easter WeekThis word mean to be imprisoned without trial The group formed by Eoin MacNeill in November 1913 to protect the implementation of Home Rule in Ireland The people in Ireland who wanted total independence from Britain This man founded Sinn FeinJohn Redmond’s speech at this place in County Wicklow in September 1914, split the organisation A book of maps or chartsThe surname of the captain of the German ship carrying weapons for the Rising The idea that Irish people would be inspired to fight for Ireland by the blood spilled during the 1916 RisingThis man was the leader of the Irish Citizen ArmyThe Irish Volunteers smuggled arms and ammunition into this habour in 1914 This German ship was scuttled in Cork Harbour in 1916The idea that Ireland would have her own parliament in Dublin but still remain part of the British EmpirePatrick Pearse read out this important document outside the GPO on Easter Monday, 1916
6910
121314181920
2125
26
2829
3031
32
1
2
34
57
8111516
17
22
2324
27
28
Down:
Many people in Dublin lived in this type of overcrowded building in the early 20th centuryThe British gunboat, the Helga, sailed up this river on Wednesday 26 April 1916Eoin MacNeill tried to stop the Rising by issuing this document The people who wanted Ireland to be an independent nation with her own parliament One of the two main political parties in Britain in the early 20th centuryThis countess served as second-in-command to Michael Mallin in St Stephen’s Green The Leader of the Irish Parliamentary party at Westminster This leader of the Rising was married just hours before his executionThe women’s auxiliary organisation formed in April 1914The House of Lords lost this power when the Parliament Act was passed in 1911This unionist politician organised the signing of the Solemn League and Covenant in 1912This small group of seven men was created by the Supreme Council of the IRB to plan the 1916 Rising The executions of the leaders of the Rising took place in his prison The prison camp in North Wales to which many Irish prisoners were deported after the RisingThe Third Home Rule Bill was passed in the House of Commons in this month in 1912Thomas MacDonagh commanded the 2nd Battalion at this factory during the Rising