IiS, KS2: Dealing with Famine, 3
1Whatquestionsarise fromlooking at apicture of anevictionduring theIrishFamine?1.
Show eviction, source 1A (
See Note 2)
.a. Teacher introduction: Briefly explain the context of the picture.*b. Ask children what is going on in the picture and who are the people in it.2. a. Generate words on a wordwall - nouns, adjectives or verbs - to showobservations, feeling and impressions from the picture.b. Children match the cards to the picture.3. Working in groups. Look at the picture. You have to become the main peoplein the picture.a. Freeze frame.b. Judge everyone’s freeze-frame.Give it a mark from 1 (not like the picture) - 5 (exactly like the picture).
c. Optional extension activity: make a 3 second movie with soundscape to suggest what happened next in the picture.
(Role on the wall.)
**Pin two characters on board - bailiff and tenant (or tenant’s wife) - and childrengenerate questions on post-it notes and stick on characters.2a4a, b*5c2 How can weexplain whatwashappeningin thispicture?1.
Divide class into groups. Using source 1A and the questions from theplenary in lesson 1, groups decide on two questions to ask the bailiff and twoquestions to ask the tenant (or his wife).2. Hotseat teacher as bailiff and tenant (or tenant’s wife), using character cards,and the children’s chosen questions in the starter.3. Look at written sources 2A-F.How far do they explain the picture and/or the children’s questions to the hotseat?4. Add to wordwall, using a different colour from that used in lesson 1.5.
Pair-share the question ‘If you were a landlord why might you haveevicted your tenants?’2a*, b4a, b*3How farwaseviction themainexperienceof theFamine?1.
How far do the following sources, 3A-3D, show that being evictedfrom your home was not the only source of suffering during the Famine?2. Divide class into groups and hand out sources 3E-R in dribs and drabs.Groups decide how far the sources show that there were more responses to thefamine than eviction, using the grid provided.
(Some sources might fall into morethan one category.)
3. Add to wordwall, using a different colour from those used in lessons 1 & 2.4.
How far does the eviction illustration represent what happened duringthe famine? Justify your decision.2a*, b, c4a, b*4What canwe do aboutfamine?1.
How do we respond to crises, such as famine and war, today?
2. Divide class into groups to discuss the question ‘How do you think you wouldhave responded to the potato Famine?’3. Using sugar paper, marker pens, ideas from the wordwall and any othermaterial from the preceding 3 lessons, produce a visual aid (poster, badge, sticker,logo, ect.) and letter to persuade people to support your response.4. Present your campaign to the class and ask them to vote on it.5.
. How far has your work on the Irish Famine helped you to understandwhy famines occur today and how people respond to them?
Option: Could run a campaign to raise awareness and support for peopleexperiencing famine today.
2a,* e, h, k, j4a5d, g
*In the 1840s, Ireland faced a serious famine caused by the failure of the potato crop, Ireland’s staple food. It meant that people were short of food to eat and money to pay their rents. This led to some landlords to evict tenants as shown insource 1A.** Questions could include why is the family being evicted; why are the characters in the picture behaving as they are (suchas the bailiff - why is he evicting this family; the soldiers - why are they there); why is the roof being ripped off; what happened to the family; what will happen to the land; did all people go without food; why was there a famine?