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Gary Hillyard, Ashfield School ‘Ireland in Schools’ NPS School of Education

Year 13: Ireland 1801-1921 Lessons 13-21 Gladstone’s early measures; Irish nationalism 1848-1900 Failure of the Home Rule Bills PowerPoint presentations OHTs Other visual sources used in lessons. Gary Hillyard, Ashfield School

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Gary Hillyard, Ashfield School ‘Ireland in Schools’ NPS School of Education

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  1. Year 13: Ireland 1801-1921Lessons 13-21Gladstone’s early measures; Irish nationalism 1848-1900Failure of the Home Rule BillsPowerPoint presentations OHTs Other visual sources used in lessons Gary Hillyard, Ashfield School ‘Ireland in Schools’ NPS School of Education, U. Nottingham

  2. Menu Lesson 13 Why did Gladstone get involved in Ireland & what did he do? Overview SourcesEssay plan Lessons 14-16 What were the aims and methods of the different nationalist movements during the period 1848-1890? OverviewSwingometer Lesson 17 What were the aims, methods & impact of the Fenian movement? Punch cartoon: ‘The Hidden Hand’ Lesson 18 Punch cartoon: ‘The Devil Fish’ Lesson 19 Home Rule sources 1-5 Swingometer Lesson 20 Why did the Home Rule BillS fail? Overview Punch cartoon: ‘Sink or Swim!!’ Map from memory: What was Home Rule & why did it fail? Lesson 21 To what extent were the aims and methods of O’Connell copied by Irish Nationalists change between 1860 and 1890? Overview

  3. Aims To examine briefly Gladstone’s motives. To examine his initial measures. To assess the success of his early measures. Why did Gladstone get involved in Ireland and what did he do? Lesson 13

  4. Aims • To examine briefly Gladstone’s motives. • To examine his initial measures. • To assess the success of his early measures. ‘Ireland, Ireland! That cloud in the west, that coming storm, the minister of God’s retribution upon cruel...injustice. Ireland forces upon these great social and great religious questions.’ Gladstone, in a letter to his sister, 1845. Lesson 13

  5. Aims • To examine briefly Gladstone’s motives. • To examine his initial measures. • To assess the success of his early measures. His support for the disestablishment of the Church of Ireland in his parliamentary resolutions in the spring of 1868 may also have been conceived as a means of reuniting the Liberal Parties after the divisions over parliamentary reform in 1866-7, and also as an attempt - which turned out to be successful, as it led to the 1868 general elections - to regain the political initiative from Disraeli. Paul Adelman and Robert Pearce, Great Britain and the Irish Question, 1798-1922. To this great country the state of Ireland after seven hundred years of our tutelage is in my opinion so long as it continues, an intolerable disgrace, and a danger so absolutely transcending all others, that I call it the only real danger of the noble empire of the Queen. Gladstone, in a letter to Queen Victoria, 1870 Lesson 13

  6. Aims • To examine briefly Gladstone’s motives. • To examine his initial measures. • To assess the success of his early measures. Read through the sections on pages 5-7 and use the information to plan an answer to the essay question on page 8. Lesson 13

  7. Aims • To examine briefly Gladstone’s motives. • To examine his initial measures. • To assess the success of his early measures. Lesson 13

  8. Aims To research a particular movement’s aims and methods. To plan a starter and a 20 minute lesson on the chronology of the movement you are given. What were the aims and methods of the different nationalist movements during the period 1848-1890? Lessons 14-16

  9. Aims • To research a particular movement’s aims and methods. • To plan a starter and a 20 minute lesson on the chronology of the movement you are given. The task: In small groups you will be given one of the three main nationalist movements during this period. You will be given a small source pack and some pages from a teaching techniques book. You are to produce a quick starter activity and then a 20 minute lesson on the chronology of your movement. You will have three lessons and two homeworks to complete this task. You must also produce a worksheet for the rest of the class to fill in whilst you go through your lesson. Lessons 14-16

  10. Aims To teach a starter. To present a summary of the aims and methods of the Fenian movement. To understand the impact of the movement. What were the aims, methods and impact of the Fenian movement? Lessons 17

  11. Aims • To teach a starter. • To present a summary of the aims and methods of the Fenian movement. • To understand the impact of the movement. Fenians task - Read through the relevant pages in the textbook and answer the questions. Homework: Use wikipedia to create a brief timeline of the life of Charles Stewart Parnell. Lessons 17

  12. Lesson 17

  13. Aims To teach a starter. To present a summary of the aims and methods of the Land League. To understand the impact of the movement. What were the aims, methods and impact of the Land League? Lessons 18

  14. Aims • To teach a starter. • To present a summary of the aims and methods of the Land League. • To understand the impact of the movement. How far do the sources agree on why Gladstone pushed for the Second Land Act to be passed? Lessons 18

  15. Lesson 18

  16. Aims To teach a starter. To present a summary of the aims and methods of the Home Rule Movement. To understand the impact of the movement. What were the aims, methods and impact of the Home Rule Movement? Lessons 19

  17. To what extent do the sources show support for Home Rule? Indifferent For Against Lesson 19

  18. Aims • To teach a starter. • To present a summary of the aims and methods of the Home Rule Movement. • To understand the impact of the movement. Homework: To prepare a plan for the essay title: To what extent did the aims and methods of the Irish Nationalists change between 1848 ad 1890?

  19. Lesson 19

  20. From Gladstone to Lord Granville, January 1886. Hartington writes to me a letter indicating…his determination to maintain the legislative union, that is to proclaim a policy (so I understand the phrase) of absolute resistance without examination to the demand made by Ireland through five-sixths of her members. This is to play the tory game with a vengeance. They are now most rashly, not to say more, working the Irish question to split the Liberal Party. It seems to me that if a gratuitous declaration of this kind is made, it must produce an explosion; and that in a week’s time Hartington will have to consider whether he will lead the Liberal Party himself, or leave it to chaos. He will make my position impossible. Lesson 19

  21. From Gladstone’s speech in the Commons, March 1894. We are compelled to accompany that acceptance [of the Bill’s defeat] with the sorrowful declaration that the differences, not of a temporary or casual nature merely, but differences of conviction, differences of prepossession, differences of mental habit, and differences of fundamental tendency, between the house of Lords and the House of Commons, appear to have reached a development in the present year such as to create a state of things of which we are compelled to say that, in our judgement, it cannot continue. Lesson 19

  22. From Ireland Since the Famine by F.S.L. Lyons, 1973. Racism was no monopoly of the educated classes. It reflected, also, popular prejudices about the Irish in Britain working often at lowly and ill paid employment, living in squalor…suspect in their religion, despised (and sometimes feared) as drinking too deep and quarrelling too often…It was by no means impossible for ordinary British citizens, whatever their politics, to feel at one and the same time that the Irish were deeply to be pitied for their poverty and sufferings, but also that because of their backwardness, their illiteracy, their supposed domination by their priests, they were fundamentally unsuited to have charge of their own affairs. Lesson 19

  23. In this Punch cartoon, Harry Furniss shows William Gladstone trying to persuade his Cabinet to support his proposed Home Rule Bill in 1893. Lesson 19

  24. To what extent do the sources show support for Home Rule? Indifferent For Against Lesson 19

  25. Aims To examine what the Home Rule Bills wanted. To analyse the impact of their failure. Why did the Home Rule Bills fail? Lesson 20

  26. Aims • To examine what the Home Rule Bills wanted. • To analyse the impact of their failure. You are going to work in 2s and 3s and complete a map from memory. You will see shape, colour, writing, and pictures. Decide how your group is going to complete the task before we begin.

  27. Lesson 20 Lesson 20

  28. Aims • To examine what the Home Rule Bills wanted. • To analyse the impact of their failure. Now use your diagram to complete your worksheet. Lesson 20

  29. Aims To assess how far O’Connell’s aims & methods were copied by Irish Nationalists change between 1860 and 1890? To examine change & continuity. To what extent were the aims and methods of O’Connell copied by Irish Nationalists change between 1860 and 1890? Lesson 21

  30. Aims • To assess how far O’Connell’s aims & methods were copied by Irish Nationalists change between 1860 and 1890? To examine short and long term impact. Pair up with someone you do not normally work with – if you don’t I will!!! Discuss your plans and try to come up with the best model. Feedback your plans to the rest of the class. Lesson 21

  31. Aims • To assess how far O’Connell’s aims & methods were copied by Irish Nationalists change between 1860 and 1890? To examine short and long term impact. The Conclusion Should be the hottest part of your essay – the section where you bring everything together and ensure that the reader is persuaded towards your point of view. It must also be a summary of the evidence. Homework: To write-up your essay following the plan we have created. Lesson 21

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