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An Introduction to the Planning Framework for Changing Relations: Northern Ireland and its Neighbours, 1920–49

This planning framework is offered as a starting point for teachers who want to teach Changing Relations: Northern Ireland and its Neighbours, 1920–49 in a rigorous, yet engaging way. The framework provides examples of how the content of this option may be approached, alongside some suggested learning and teaching activities. It is hoped that the information and ideas contained in this planning framework will help teachers to design their own scheme of work for this option which is tailored to meet the timetabling needs of your school, reflects the staffing requirements of your department and, most importantly, meets the needs of your students. As part of the planning process, teachers may wish to consider whether a few ‘lead in’ lessons may be necessary to provide some background context depending on the department’s Key Stage 3 History programme. Finally, as this document has been designed as a planning tool, it does not replace the specification or specimen assessment materials. In addition, it is neither prescriptive nor exhaustive.

Unit Overview

Changing Relations: Northern Ireland and its Neighbours, 1920–49 is a local study, providing the opportunity for students to focus on the changing relationships between the north and south of Ireland and Britain following the partition of Ireland in 1920. Students examine the changing relationships during the peace of the inter-war years, when the Irish Free State sought further independence from Britain, through to the war when Éire declared its neutrality and then on to the changing fortunes in the post Second World War period up to 1949, when Éire becomes a Republic. This option also focuses on the lives of the people of Northern Ireland and Éire as they are confronted with the Second World War and the “Emergency” respectively. It then challenges students to examine the social and economic changes that came about in the aftermath of the Second World War.

Assessment Overview

The assessment of this local study enables students to demonstrate their knowledge and understanding and their ability to create structured accounts of key events in the period 1920–49 in Northern Ireland, Britain and Éire.

The Assessment Objectives below set out the skills students should have the opportunity to develop through their study of this option and which will be assessed in the examination paper. Students should be able to:

· demonstrate knowledge and understanding of the key features and characteristics of the period studied (AO1);

· explain and analyse historical events and periods studied using second-order historical concepts including continuity, change, cause, consequence, significance, similarity and difference (AO2); and

· analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements in the context of historical events studied (AO3).

GCSE History and the Northern Ireland Curriculum at Key Stage 4

The CCEA GCSE History specification aims to build on students’ learning experiences and their historical skills and understanding from Key Stage 3. In addition, through the teaching of CCEA GCSE History, opportunities exist to develop the statutory skills requirements of the Northern Ireland Curriculum at Key Stage 4. These are:

Key Stage 4 Statutory Skills Requirements

Cross-Curricular SkillsSignposting in Planning Framework

· CommunicationCOMM

· Using MathematicsUM

· Using ICTUICT

Thinking Skills and Personal CapabilitiesSignposting in Planning Framework

· Problem SolvingPS

· Working with OthersWO

· Self-ManagementSM

The suggested teaching and learning activities included in this planning framework provide examples as to how, through the context of history, these statutory skills may be promoted.

Suggested Learning and Teaching Activities

Many, though not all, of the active learning and teaching methodologies suggested in this planning framework draw upon those described in the CCEA publication ‘Active Learning and Teaching Methods for Key Stage Three’. This document can be accessed at http://ccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/ks3_active_learning_teaching_methods.pdf

Getting Started – The Basics

Teachers may wish to provide students with some of the key words/terms/issues/people relevant to this option. In Appendix 1, some ‘starter’ words have been provided. In addition, as an introduction to this option, it may also be helpful to provide students with a timeline of the ‘big picture’. A timeline for Changing Relations: Northern Ireland and its Neighbours, 1920–49 can be found in Appendix 2. To assist with the resourcing of this new option, we have included some possible resources which may be of use to teachers and students. Appendix 3 contains a resource list for this option.

CCEA Planning Framework for GCSE History

Planning Framework for GCSE History

Unit 1 Section B Option 1: Changing Relations: Northern Ireland and its Neighbours, 1920–49

Option Content

Elaboration of Content

Suggestions for Teaching and Learning Activities

Supporting Cross-Curricular Skills, Thinking Skills and Personal Capabilities

The partitioning of Ireland

The partitioning of Ireland (cont.)

· Key terms of the Government of Ireland Act, 1920

· Reactions to the Government of Ireland Act in the north and south of Ireland

· The setting up of the Irish Free State under the Anglo-Irish Treaty; the Boundary Commission, 1924–25

Exemplification of content:

At the end of this section students should understand how Ireland was partitioned under the terms of the Government of Ireland Act and the different reactions to the Act in the north and south of Ireland. Students should understand how the Irish Free State was set up under the terms of the Anglo-Irish Treaty and the subsequent failure of the Boundary Commission to change Northern Ireland’s border.

Suggestions for teaching and learning:

· To start – using a thought shower activity, ask students to give any words, phrases, people etc. which they associate with the partition of Ireland. Record information on Whiteboard

· Provide the class with a range of artefacts and pictures associated with the partition of Ireland e.g. – a picture of the Irish proclamation, an image of the 36th Ulster Division, photographs of Redmond and Carson etc. Divide the class into groups and ask them to discuss and record what they remember from Key Stage 3. This activity could be completed as a carousel. Each group debriefs the class. In groups compile a Mind Map of ideas suggesting reasons why they think Ireland was partitioned in 1920

· Provide students with 3–5 written sources contemporary to the period. The sources should reflect a range of reactions to the Government of Ireland Act, e.g. north, south, unionist and nationalist. Each source should be produced on poster paper (at least A3) and displayed. The students, arranged into groups, rotate around each source with a marker and/or highlighter to highlight key words or phrases. They might also write a word or phrase on the page indicating their own impressions – they may even circle or link key elements within the source. Once each group has added its own bit of graffiti to each source, as a class, discuss the graffiti. Encourage students to explain why they wrote what they did. Move discussion towards trying to get students to think about/categorise the different reactions to the Government of Ireland Act, e.g. geographically, politically etc. and try and suggest some reasons why different people/groups held these views

· Using the contemporary sources provided in the previous task students could complete an introductory question: using the sources, suggest reasons for the reactions of unionists and nationalists to the partition of Ireland in 1920

· Having looked briefly at the issues surrounding the Anglo-Irish War and truce, an Each One Teach One activity could be used to explain the main terms of the Anglo-Irish Treaty. In the activity debrief, draw out the significance of the Anglo-Irish Treaty for changing relations between Northern Ireland and its neighbours: the formation of the Irish Free State and the Boundary Commission

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From Irish Free State to Éire

· De Valera and his role in the dismantling of the Anglo-Irish Treaty by 1937

· The reasons for and terms of the 1937 Constitution

· The impact of the 1937 Constitution on relations between Éire, Northern Ireland and Britain


At the end of this section students should understand how and why de Valera systematically dismantled the Anglo-Irish Treaty by 1937 and why he introduced a new Constitution in 1937. Students should also understand the terms of the 1937 Constitution and its impact on the relationships between Éire, Northern Ireland and Britain.


· Provide students with a series of cards - some cards should contain the details of a separate event that contributed to the systematic dismantling of the Treaty and thus increasing independence from Britain - other cards should only contain the date of the event/action. Students, working in pairs, match the correct date with the event/action. On the reverse of each event/action card, ask students to write exactly how and why this particular event/action was significant. Students carry out a ranking exercise by ranking their cards in order of significance with the most important at the top

· Students could be provided with an (edited) copy of the 1937 Constitution containing clauses relevant to how it changed the relationship between the Free State and Britain. In pairs, students could annotate the Constitution and compare the changes it made with the terms of Anglo-Irish Treaty. Students could use this information to create a table comparing the terms of the Anglo-Irish Treaty and the 1937 Constitution. Following this, students could answer an extended response question such as - Explain how the 1937 Constitution changed Éire’s relationship with Britain

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Option Content




From Irish Free State to Éire (cont.)

· In pairs, students devise a living graph indicating the relative importance of each event/action for achieving independence e.g. the more important the event, the higher up the graph the event may appear. Students could present graphs to the class and draw comparisons

· Students could produce two diagrams placing the various terms of the 1937 Constitution in a particular zone of relevance relating to the size of its impact on relations between Éire and Northern Ireland (diagram 1) and Éire and Britain (diagram 2). Plenary discussion could focus on the differences between the two diagrams and the reasons for this

· Students should be provided with a range of sources, contemporary to the period, highlighting different perspectives of the new Constitution, e.g. from a British perspective, Northern Ireland perspective and a Commonwealth perspective. Students could draw a chart or table highlighting the differing views and suggest reasons for the different views held

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Option Content




The Economic War

· The causes and effects of the Economic War on Britain, Northern Ireland and the Irish Free State

· The end of the Economic War

· The terms of the Anglo-Irish Agreements of 1938 and their significance for relations between Britain, Northern Ireland and Éire


At the end of this section students should understand the causes of the Economic War and its effects on Britain, Northern Ireland and the Irish Free State. Students should understand how and why the Economic War came to an end and understand the significance of the resulting Anglo-Irish Agreements of 1938. Students should understand the key terms of the Agreements and, in particular, their significance in changing relations between Britain, Northern Ireland and Éire.


· Students could be given a list of causes of the Economic War and presented with two sources – one illustrating the British view and the other de Valera’s view on the causes of the Economic War e.g. such as de Valera’s Ard-Fheis speech in November, 1932. In small groups, students could use the material to mind map the reasons for a breakdown in relations. Links could be made to prior learning about de Valera’s aims, election manifesto promises, and intentions to dismantle the Treaty

· The class could be divided in two with one half taking on the role of de Valera and the other Chamberlain. Provide students with the key information/facts related to the Economic War. Allow each student to work individually, thinking about his/her side of the argument for a short time before coming together as a group – one group looking at Chamberlain’s perspective, the other looking at de Valera’s perspective. Both groups decide on how best to present their side of the argument. A class discussion should reveal the arguments from both sides related to the Economic War

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Option Content




The Economic War (cont.)

· Students could create a summary table using the following headings: terms of the Agreements, impact of each term on Éire or Britain and a judgement as to which country did better or worse from the terms

· Students could complete a summary question on the Economic War e.g. Explain the impact of the Economic War on the economy of Éire

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Option Content




Northern Ireland and World War II

· The reaction of Northern Ireland’s government to the outbreak of war

· Differing attitudes towards conscription

· The war effort in Northern Ireland

· Northern Ireland’s industrial, agricultural, military and strategic contributions to the war


At the end of this section students should understand how unionist leaders welcomed the outbreak of the Second World War believing it was an opportunity to demonstrate loyalty to Britain against Irish neutrality. They should also know why, months after the declaration of war, Northern Ireland was still poorly prepared in terms of defence and how and why this was turned around. Students should also understand the reasons for the differing attitudes towards conscription. Students should know how Northern Ireland’s economy received a boost during the war as well as the role Northern Ireland played in terms of its strategic importance in the war effort.


· Teachers could introduce this topic with a short “Snapchat” style activity. The teacher could show war-related images to the students which disappear after 5 seconds. The students should record the first word which comes to mind when they see the image. These words and images could be used as a stimulus for a class discussion on the outbreak of war

· As an introduction, teachers could provide students with a range of visual sources and oral histories connected to Northern Ireland and the war effort, for example: propaganda, photos of army regiments from Northern Ireland, images of Belfast during and after the blitz, photographs of Harland and Wolff. Students could work in groups to reflect on the question – what was Northern Ireland’s experience of WWII? – The teacher could then conduct a group discussion to review findings

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Option Content




Northern Ireland and World War II (cont.)

· Students could be given two contemporary sources reflecting reactions of Northern Ireland’s government to the outbreak of the war. They could discuss with a partner how useful and reliable the sources are in understanding how the government reacted to the outbreak of the war. Teachers should prompt the pupils with words such as author, date, motive, limitations, to help the discussion. Students could choose one of the sources and plan an answer to the following question e.g. How useful is the source in studying the reaction of Northern Ireland’s government to the outbreak of WWII?

· Students could write a short diary entry on hearing of the declaration of war from the perspective of either a northern nationalist politician, northern unionist politician or government minister. The diary entry should aim to take account of things that have already occurred as well as fears and hopes for the future

· Students could look at a number of reactions to the conscription issue in Northern Ireland and create a table to summarise the arguments for and against conscription from both unionist and nationalist perspectives, i.e. getting across that there may have been some unionists who opposed conscription

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Option Content





· In small groups, students should consider the context of the British decision not to extend conscription to Northern Ireland. Students should gather evidence as if they were the British Prime Minister and present his arguments to James Craig. For example, they could point to the IRA threat, prior conflict on the streets of Northern Ireland, the inability of Britain to divert military resources to Northern Ireland whilst fighting in Europe, the strategic importance of Northern Ireland since the return of the treaty ports to Éire etc.

· After considering the issue of conscription, students could answer the following question: Explain the different attitudes to conscription in Northern Ireland

· Students should list the defence measures taken by Northern Ireland and draw up a comparison chart against Britain’s preparations. They could draw upon prior learning to engage in discussion about why Britain was much better prepared

· In small groups or as a class, discuss why MacDermott’s reforms had become a necessity, recording the reforms he introduced. Discussion could also include why these reforms were viewed as too little too late, why Northern Ireland’s “special difficulties” impacted on its war preparations and MacDermott’s frustration with the attitude of politicians in Stormont

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Option Content





· Students could answer the following question: Explain the contribution Northern Ireland made to the war effort. It may be helpful to provide students with a writing frame to help structure their response, such as ‘PEE’ (Point, Evidence, Example)

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Option Content




Éire’s neutrality and its impact on relationships during the war

· The reasons for de Valera’s policy of neutrality

· Attitude of the people of Éire towards neutrality

· The response of Northern Ireland and Britain to Éire’s neutrality

· Benevolent neutrality in practice and attempts to persuade Éire to enter the war

· Reaction to Britain’s offer to end partition in Northern Ireland and Éire


At the end of this section students should understand the reasons for de Valera’s policy of neutrality and the response of Britain and Northern Ireland to this decision. Students should also understand why the people of Éire supported de Valera’s policy of neutrality and the nature of neutrality in practice as the war unfolded. Students should also know why Britain attempted to persuade Éire to enter the war and the impact these attempts had on relations.


· Students should study the reasons for neutrality and complete a rank order table, drawing upon prior knowledge of de Valera’s aims. Once they have put the reasons for neutrality in rank order (in pairs) they could complete a column outlining the reasons for their choices – this may require some very brief further historical enquiry e.g. into Éire’s “readiness” for war

· Students can look at the reasons for neutrality and perform a SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis. Students consider one heading at a time, e.g. ‘strengths’ and, in pairs, complete that quadrant of the diagram. The class plenary could focus on the justification for de Valera’s policy whilst looking forward to potential ‘threats’, e.g. the response from Northern Ireland and Britain

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Option Content




Éire’s neutrality and its impact on relationships during the war (cont.)

· A research task could be carried out using contemporary source materials to investigate the attitude of the people of Éire towards neutrality, the response of Northern Ireland and Britain to Éire’s neutrality, neutrality in practice and the reactions to Britain’s offer to end partition in Northern Ireland and Éire. Students could create a factfile to record contemporary views on each of these areas

· Following this, students could examine contemporary sources – both visual and written evidence, concerning Éire’s involvement in the war and could consider the utility and reliability of the sources. Teachers could prompt and guide the students with words such as author, date and motive

· To summarise, the students could consider the question: Explain the reasons for de Valera’s policy of neutrality

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Option Content




German attacks and their impact on Britain, Northern Ireland and Éire

· The events and significance of the Battle of Britain

· The Blitz on Northern Ireland: events and significance, including the exposure of poverty, poor housing and health

· The impact of the Luftwaffe raids on the lives of people in Northern Ireland

· Éire and the Blitz: the State of Emergency, banning of the Irish Republican Army (IRA) and the effects of World War II on the lives of the people in Éire


At the end of this section students should understand the impact that German attacks had on Britain, Northern Ireland and Éire. They should understand the significance of the Belfast Blitz in exposing the poor living conditions. There should be a focus on how the Luftwaffe raids impacted upon the lives of ordinary people in Northern Ireland. Students should also understand the impact of the Blitz on Éire in terms of the State of Emergency, the banning of the IRA and the effects of World War II on the lives of the people in Éire.


· Students could use a KWL grid as an introduction to this topic. There is a lot of information on the Belfast Blitz and the events of the raids in 1941. Ask students what they “Know” about the Blitz – record this in the “Know” column. Students could then be prompted in the next column: “Want to Know”? For example, they could want to know more about the significance of the raids for ordinary people – both rich and poor and the overall impact of the Luftwaffe raids on the lives of people in Northern Ireland, for example, evacuees, attitudes toward the government, attitudes of those who provided temporary shelter for evacuees etc. Students might also want to know how the Northern Ireland government responded and why it was not as well prepared as the rest of the Britain. As the student gathers this knowledge he/she should complete the “Learned” column in response to the key questions. Keep the KWL grid displayed as it can be referred to throughout the teaching of this topic or in the topic plenary

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Option Content




German attacks and their impact on Britain, Northern Ireland and Éire (cont.)

· There is an opportunity here to carry out a mini historical enquiry into the impact of the war on the lives of the people in Northern Ireland and Éire – the enquiry focus could be: Did life really change because of the war? A range of materials could be used to provide the students to help them with their research. Key things to think about include: the impact of the Luftwaffe raids on the lives of people in Northern Ireland and the effects of World War II on the lives of the people in Éire

· Students could complete an online investigation on the impact of the war. Some students may benefit from being provided with a ‘fact finder’ list and/or key questions to help guide his/her enquiry, for example, students could be asked to record the impact of the ‘Emergency’ in Éire under headings such as ‘supplies’, ‘rationing’ and ‘emigration’. Students present their research findings to the class using an appropriate ICT format (e.g. PowerPoint, prezi)

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Option Content




Life in post-war Northern Ireland and Éire, 1945–49

· The reaction at Stormont to the election of a Labour government at Westminster

· The reasons for the establishment of the Welfare State in Britain and Northern Ireland

· The reasons for the differing attitudes in Northern Ireland to the introduction of the Welfare State

· The impact of the Welfare State in Northern Ireland: family allowances, unemployment benefit, national assistance, housing and the National Health Service

· The 1947 (Northern Ireland) Education Act and its social impact

· Social and economic developments in Éire after 1945


At the end of this section students should understand how and why the introduction of the Welfare State in Northern Ireland was significant. Students should be able to identify and explain its different elements, its overall impact and how people reacted to it. Students should also be able to contrast life in Éire with Northern Ireland during this period, understanding how and why life differed in Northern Ireland and Éire as a result of the Second World War.


· The teacher could distribute key information on: the reasons for the establishment of the Welfare State, the reasons for the different attitudes in Northern Ireland to the introduction of the Welfare State, the impact of the Welfare State in Northern Ireland and the social impact of the 1947 (Northern Ireland) Education Act. Each student should receive a card with a particular statement or fact relating to these areas; they should move around the room comparing statements and, if they find connections or links in their statements of facts, they should form a cluster with these students

· Students can give their cluster a heading or name (for example, ‘reason for the establishment of the Welfare State’). Students could introduce their cluster to the rest of the class and explain why they have formed this group. The class plenary could result in the main findings being listed on the board or even a class poster/large mind map being produced with the cards

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Option Content




Life in post-war Northern Ireland and Éire, 1945–49 (cont.)

· In pairs or mini-groups students could be given a Consider all Factors template which prompts them to consider social, economic and political factors in Northern Ireland and Éire in the period 1945–49. Once the CAF is completed they can carousel or swap their completed template with others who can add to it. This process can be repeated a few times until all factors are covered. A plenary could involve recording these factors on the board and creating a single class template

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Option Content




Constitutional changes and effects on relationships

· Éire’s announcement of its intention to become a Republic

· Reaction among the people of Northern Ireland to Éire’s intention

· The significance of the Anti-Partition League and the ‘chapel gate election’

· Declaration of the Republic of Ireland, 1949: effects on relationships between Britain, Northern Ireland and the Irish Republic

· The Ireland Act, 1949: reactions in Northern Ireland and the Irish Republic, the immediate effects on the relationship between the Republic of Ireland, Northern Ireland and Britain


At the end of this section students should understand why Éire became a Republic in 1949 including the various reactions to this and how it changed the relationship between Britain and Éire and Éire and Northern Ireland. Students should be able to explain the Ireland Act of 1949, why it was of significance to Northern Ireland’s unionist population and why Westminster passed the Act.


· A range of contemporary sources could be provided for students on the reaction to the Declaration of a Republic, 1949. These may include opinions from the British government and people, the different communities in Northern Ireland and the people of Éire. Students could create a fact file to record these contemporary views and reactions. This same exercise might be completed for the Ireland Act, 1949 exploring the reactions of unionists, the Dublin government and northern nationalists

· Students could investigate and record the key terms of The Declaration of the Republic by Éire and the passing of The Ireland Act 1949 by London. Following this, each or either event could be placed in the centre of a Wheel of Consequence and students given a list of outcomes. The more relevant the outcome, the closer they should place it to the centre. Students can do this in pairs or mini groups and then present their findings to the class. As a plenary, the teacher could lead a full class debrief and create an agreed class Wheel of Consequence for each event which students should record

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Option Content




Constitutional changes and effects on relationships (cont.)

· The teacher could conduct a role play with the class and give each student a source that they have to read which contains an identity and an opinion about the Declaration

· Using a Hotseating strategy, teachers could invite students to be ‘interviewed’ concerning their particular opinion. Students should not reveal their identity. The class could be asked to work out which group of people the opinion represents and why they think that. Following this, the students could work in small groups to analyse the sources in terms of their reliability and utility

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Appendix 1

Developing Language for Learning: Changing Relations: Northern Ireland and its Neighbours, 1920–49

It is widely recognised that History is a highly literate subject where reading and writing, as well as historical analysis and interpretation of evidence, is required. It is for this reason that some students, in spite of their passion for studying history, become demotivated due to difficulties they may have in accessing the subject. To aid learning we have produced lists of suggested key words, individuals and terms associated with Changing Relations: Northern Ireland and its Neighbours, 1920–49. The key words produced are not intended to be exhaustive but are simply offered as a starting point for teachers to help their students develop the language for learning associated with this option.

Using Key Words

The key words provided below can be used in a variety of ways. Below are some suggestions for using key word led activities to develop the language for learning in GCSE History.

Possible Key Word Activities

· Play ‘Odd One Out’ – students identify which word is different (or out of sequence from the others) and give a reason for their choice. Alternatively, students could cluster the key words through making connections and give a reason for their cluster.

· Students could be asked to provide definitions for key words.

· Words could be used as lesson starters or as plenary prompts.

· Individual words could be placed on ‘flashcards’ and used as prompts in completing an extended writing exercise.

· Teacher could design a ‘concept map’ or display a visual image - ask students to link the key words with lines, annotating these with an explanation of how they are linked.

· Show on separate cards some key words (or events). Students arrange the cards in what they think are a suitable order of rank importance (i.e. in terms of answering a particular question). Alternatively, a number of students could be given a card and asked to stand at the front of the class – the remainder of the class decide on the ordering (students with cards will be told where to position themselves in order of importance or they may be asked to sit down).

· Lists could be used for spell checks.


Partition

Government of Ireland Act

Anglo-Irish Treaty

Boundary Commission

Council of Ireland

Union

Nationalist

Unionist

Protestant

Catholic

Act

Éire

Republican

Republic

Sectarian

Proportional representation

Governor General

British Privy Council

Gerrymandering

Bill

Irish Free State

Civil War

Home Rule

General election

Stormont

Dominion


De Valera

Anglo-Irish Treaty

Bunreacht na hÉireann

External Relations Act

President

Head of State

Commonwealth

Referendum

Independence

Monarch

Constitution

Prime Minister

Taoiseach

Abdication crisis

The Economic War

Land annuities

Duties

Exports

Agriculture

Industry

Industrial sector

Anglo-Irish Agreements, 1938

Coal-Cattle Pact

Economy

Treaty ports


Air Raid Precaution

Rearmament

Radar

Complacency

Chamberlain

Churchill

Internment

Conscription

Anderson air raid shelter

John MacDermott

Industrial

Strategic

Military

Reserved occupations

Battle of the Atlantic

U-boat

Convoys

D-Day

Belfast Blitz

JM Andrews

Agricultural

Rearmament

Appeasement

Victoria Cross

Treaty ports

Merchant shipping

Craigavon

Rationing

IRA

Basil Brooke

Neutrality

Eamon De Valera

Censorship

Emergency Powers Act

Winston Churchill

Local Defence Volunteers


Internment

Western approaches

Allies

Allied

Partition

Benevolent neutrality

Offences Against the State Act

Ambassador

German attacks and their impact on Britain, Northern Ireland and Éire

Blitz

Luftwaffe

Rationing

Emigration

Stormont

Anti-aircraft defences

Craigavon

JM Andrews

By-election

Basil Brooke

Evacuation

John McDermott

Casualties

Blackout

Emergency Powers Act

Shortages

Ministry of Supplies

Cross-border trade

State of Emergency

De Valera

IRA

Smuggling

Complacency

Irish Shipping Company

Unionist Party

Defence measures

Life in post-war Northern Ireland and Éire, 1945–49

Welfare State

Labour Party

Conservative Party

Socialism

Reforms

General Election

Family allowance

Unemployment benefit

National Health Service

1947 Education Act

Basil Brooke

Depression

Emigration

Inflation

Coalition

Fianna Fáil

Taoiseach

Industrial Development Authority

Trade

Exports

Clement Attlee

Industrial Development Act

Stormont administration

Rationing

Westminster

Inter-party government

National assistance

Fine Gael

Free prescriptions

Aneurin Bevan

Nationalisation

Beveridge Report

Córas Tráchtála

Appendix 2

Timeline: Changing Relations: Northern Ireland and its Neighbours,

1920–49

The timeline below could be given to students to provide them with an overview of the option. Students could be encouraged to add to the timeline as they move through the study of this option. This timeline is not exhaustive or prescriptive. For definitive guidance in your teaching of this option, reference should be made to the specification and specimen assessment materials.

YEAR

MONTH

EVENT

1919–1921

Anglo-Irish War

1920

December

Government of Ireland Act – partition of Ireland

1921

December

Signing of the Anglo-Irish Treaty – Southern Ireland now known as the Irish Free State

1924–25

Boundary Commission review

1931

December

Statute of Westminster

1932

March

September

De Valera’s Fianna Fáil win the Free State General Election

The Economic War begins

1933

May

De Valera passes a law removing the Oath of Allegiance to the British monarch

1935

April

“Coal-Cattle” Pact

1936

December

Abdication Crisis

External Relations Act removes the post of Governor-General

1937

December

Bunreacht na hÉireann, the new Irish Constitution is introduced

The Irish Free State becomes known as Éire

1938

April

Anglo-Irish Agreements signed

Return of Treaty Ports to Éire

1939

April

September

Conscription introduced in Britain

Éire declares Neutrality

Éire passes Emergency Powers Act

War begins

Northern Ireland Prime Minister declares full support for Britain

1940

September 1940 – May 1941

June

August

Fall of France to Nazi Germany

Operation Sealion

Churchill offers to end partition

Operation Eagle

The Battle of Britain

The Blitz on Britain

1941

April-May

December

Belfast Blitz

USA join the war

1942

November

Beveridge Report

1943

April

Basil Brooke becomes Prime Minister of Northern Ireland

1944

June

D-Day landings

1945

June

Introduction of Welfare State

1947

March

Northern Ireland Education Act

1948

February

De Valera loses General Election

1949

February

April

June

Chapel Gate Election

Republic of Ireland Act

Ireland Act

Appendix 3

Resources: Changing Relations: Northern Ireland and its Neighbours,

1920–49

The resources below can be used by teachers and students for this option. This resource list is not definitive, while the inclusion of a particular resource on this list does not indicate its endorsement by CCEA. The resources identified are suggestions and they vary in depth, pitch, accessibility and purpose. While these resources may be used to support the learning and teaching of this option, reference should be made to the specification and specimen exemplar materials for definitive guidance on your teaching of this option.

Topic

Resources


Madden and McBride (2004) History for CCEA GCSE

Madden (2007) History for CCEA GCSE Revision Guide

Madden (2009) History for CCEA GCSE

Madden (2011) History for CCEA Revision Guide

DVD: Seven Ages – Building a New State

DVD: Understanding Northern Ireland –A Violent Birth

Gillespie and Jones (1995) Northern Ireland and Its Neighbours since 1920

www.schoolshistory.org.uk/gcse/Ireland/partition.htm

www.bbc.co.uk/bitesize/ks3/history/20th_century/ireland_20th_century/revision/4/

www.bbc.co.uk/education/guides/ztk9d2p/revision/1

www.youtube.com/watch?v=iRxr681atls






DVD: Seven Ages – Building a New State

DVD: Understanding Northern Ireland –A Violent Birth


Johnston (1997) Peace, War and Neutrality: Britain, Northern Ireland and Éire 1935–1949

www.bbc.co.uk/education/guides/ztk9d2p/revision/1

The Economic War





www.bbc.co.uk/education/guides/zs27xnb/revision

www.bbc.co.uk/education/guides/z3htn39/revision







DVD: We Fought on D Day: Northern Ireland Soldiers

www.bbc.co.uk/education/guides/zxd8jxs/revision

www.bbc.co.uk/education/guides/zp7qmp3/revision

www.bbc.co.uk/education/guides/z2k9d2p/revision

www.bbc.co.uk/education/guides/zwrg4wx/revision



www.bbc.co.uk/news/uk-northern-ireland-36040259

www.youtube.com/watch?v=x3M5g-H5TjM




DVD: Leargas – Ireland, Neutral, at Sea

DVD: Seven Ages – Ireland 1940–1950

www.bbc.co.uk/education/guides/zxd8jxs/revision


www.bbc.co.uk/education/guides/zsm26sg/revision

www.bbc.co.uk/education/guides/zwrg4wx/revision


Johnston (1997) Peace, War and Neutrality: Britain, Northern Ireland and Éire 1935-1949

German attacks and their impact on Britain, Northern Ireland and Éire, 1945–49



www.johndclare.net/wwii6.htm

www.johndclare.net/wwii6b.htm

DVD: Battlefield Britain: Battle of Britain

DVD: Landmarks – Britain since 1930 – The Blitz

DVD: Belfast Blitz in Words and Songs


Sandra Gillespie and Gerry Jones (1995) Northern Ireland and Its Neighbours since 1920

Norman Johnston (1997) Peace, War and Neutrality: Britain, Northern Ireland and Éire 1935–1949

www.bbc.co.uk/news/uk-northern-ireland-36040259

www.youtube.com/watch?v=NQG7txttsfc

Life in post-war Northern Ireland and Éire 1945–49



www.bbc.co.uk/education/guides/zy6xhyc/revision

www.bbc.co.uk/schools/gcsebitesize/history/mwh/britain/welfarestaterev1.shtml

DVD: Landmarks – Britain since 1930 – A better Britain for all

www.bbc.co.uk/education/guides/zcyf34j/revision

www.bbc.co.uk/education/guides/z93vgk7/revision



Constitutional changes and effects on relationships



DVD: Seven Ages – The New Republic from 1949

www.bbc.co.uk/education/guides/z93vgk7/revision



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