Is it obvious from this film? It has day-by-day accounts of the Rising, write-ups about its legacy and effects, and a piece on how the Irish Times in 1916 covered the events as they were happening. It explains how the Proclamation was printed in two halves and also discusses the problems the printers had with the font used. the 1916 Rising, the struggle for civil rights in the USA in the 1916 -The Irish Rebellion A landmark documentary giving a comprehensive overview of the Easter Rising, looking at the enormous impact it had both here and around the world and the crucial role played by Irish America in the lead up to the rebellion. If Nationalists joined the British Army maybe Britain would be impressed and grant Home Rule to Ireland… or maybe not? Each Teaching Unit includes a Document Pack containing archival documents and images and a selection of maps created for the Atlas of the Irish Revolution. Lesson activity around the evolution of the Irish tricolour flag. Most of the stories have questions for students embedded and there is a separate section for Primary Activities. BBC History: 1916 Rising Add to Learning Path. N.B. Literacy. 2012: Ancient Ireland (mixture), the 1916 Rising, the Inter-Party government. Junior Certificate History, Section I: How we find out about the past 5 Approaches to teaching the introductory topic, “The job of the historian” 6 Student worksheet: The job of the historian [A] 9 ... a particular episode of history (e.g. The 1916 Easter Rising - Junior Cert History 1. Lesson activity in which children 'agree' or 'disagree' about specific statements in relation to the national flag. Students will apply their understanding of these concepts and events to analysing a selection of maps, documents and photographs. RTE History in the Junior and Senior Cycle history classroom, Road to partition: the plan to divide Ireland, Road to Partition: how the border was drawn up, A short history of the Great Irish Famine, Ireland in the 19th century document pack, Digital sources: a list of online archives, tools and resources to help your research on the Great Irish Famine, A short history of Irish women's campaign for the vote, The 1916 Rising: Transition Year project book for students, a list of online archives, tools and resources, November 1920 and The Final Phase of the War of Independence: senior cycle worksheet for students. This site gives a short biography of all the executed leaders of the 1916 Rising. Learn the definitions that accompany each section in the ReviseWise History textbook. Note important names, dates and events in your revision. However, his ambitions were frustrated by his limitations in Maths and CBA 1: THE PAST IN MY PLACE CBA 2: A LIFE IN TIME Suggestions for use: Use of PowerPoint presentation as an introduction to project work on the area of the Rising. For John Crowley, Donal Ó Driscoll, Mike Murphy and John Borgonovo, the editors of the landmark publication, it was important to make the exciting new research accessible to post-primary students - to bolster their understanding of the revolutionary years, enthuse them about local and national history, and inspire them to undertake research of their own. These videos are a support recource for the iBook Scéal 1916 that is available here. RTÉ.ie is the website of Raidió Teilifís Éireann, Ireland's National Public Service Media. These videos can also be viewed on the schools youtube page so … Lesson activity around the man who pioneered the use of what was to eventually become the Irish national flag. 4.9.1913. These 5 videos are a valuable resource for anyone studying the 1916 Rising. You need to login before you can add this resource to a Learning Path, http://www.taoiseach.gov.ie/eng/His...ted_Leaders_of_the_1916_Rising.html, https://www.scoilnet.ieuploads/resources/15068/14708.ppt, https://www.youtube.com/watch?v=Hd-61UV_TLk, https://www.youtube.com/yt/copyright/en-GB/, https://www.scoilnet.ieuploads/resources/15416/15057.docx, https://www.scoilnet.ieuploads/resources/16395/16071.pdf, https://www.scoilnet.ie/post-primar...f-centenaries/ProclamationPrinting/, https://www.scoilnet.ie/site-info/copyright/, https://www.scoilnet.ieuploads/resources/16461/16137.pdf, https://www.scoilnet.ieuploads/resources/16462/16138.pdf, https://www.scoilnet.ieuploads/resources/16463/16139.pdf, https://www.scoilnet.ieuploads/resources/16465/16141.pdf, https://www.scoilnet.ieuploads/resources/16466/16142.pdf, https://www.scoilnet.ieuploads/resources/16435/16111.pptx, http://www.seomraranga.com/2012/02/the-easter-rising/, https://www.scoilnet.ieuploads/resources/15823/15485.pdf, http://www.smngalmoy.com/easter-rising-project.html, acquire some knowledge of the major personalities, events or developments in these periods, develop a growing sense of personal, national, European and wider identities, explore, discuss, compare and develop some simple understanding of the attitudes, beliefs, motivations and actions of differing individuals and groups of people in the past, engage in simple studies of some of the more important aspects of periods in which political changes or movements have had an important influence on the lives of people in Ireland, acquire insights into the attitudes and actions of people in contemporary Ireland, become familiar with aspects of these periods, examine and become familiar with evidence which informs us about the lives of people in the periods studied, their thoughts and concerns, especially evidence which may be found locally, begin to develop some appreciation of the ‘mind-set’ of former generations, become familiar with aspects of the lives of these people, record the place of peoples and events on appropriate timelines, be aware of the importance of mutual respect and sensitivity to the different values and attitudes held by others, become aware of elements of his/her own cultural heritage and traditions, explore local traditions and folklore and develop a sense of pride in his/her local community, appreciate the diversity of people or groups within communities and the importance of mutual respect, empathy and understanding for living together in peace and harmony, recognise and acknowledge the various cultural, religious, ethnic or other groups that exist in a community or society and explore ways in which these differences can be respected, recognise and understand the role of the individual and various groups in the community. 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