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History & citizenship
How should we respond to Famine:Ireland in the 1840s?
 
Contents
 About this unit/lesson plansLessons, sources & worksheets1.What questions arise from looking at a picture of an eviction during the Irish Famine?2.How can we explain what was happening in this picture?3.Why did the Famine happen?4.How far was eviction the main experience of the Famine?5.What can we do about famine?Notes1.Famine in Ireland2.What happened to the potato crop in the 1840s?3.Evictions during the Famine4.Commentaries on some sources5.Every Child Matters
Ireland in SchoolsBirmingham Pilot Scheme
English & Irish history for secondary schools
Version 1, 17 November 2008
Watermark:
Orphan Girl at Crossmolina, Co. Mayo
 Anonymous drawing, c. 1850, National Library of Ireland
 Available online at:http://iisresource.org//Documents/KS3_Dealing_With_Famine.pdf  Also a PowerPoint of the images used:http://iisresource.org//Documents/KS3_Dealing_With_Famine.pptFor a PowerPoint overview of the Famine, with songs and music:http://cid-1c89246df096624a.skydrive.live.com/self.aspx/Public/Famine|_Secondary.ppt?wa=wsignin1.0
Key Stage 3University of BirminghamBASSUniversity of Northampton
 
 IiS, KS3: Dealing with Famine, 2
 About the study unit
This study unit is intended as a depth study within the Key Stage 3 History curriculum whenstudyinga.the different histories and changing relationships through time of the peoples of England,Ireland, Scotland and Wales;b. the way in which the lives, beliefs, ideas and attitudes of people in Britain have changedover time and the factors – such as technology, economic development, war, religion andculture – that have driven these changes, andc.the development of trade, colonisation, industrialisation and technology, the BritishEmpire and its impact on different people in Britain and overseas, pre-colonialcivilisations, the nature and effects of the slave trade, and resistance and decolonisation.The key question asks: ‘How should we respond to Famine: Ireland in the 1840s?’Using a variety of stimulus material, the unit encourages pupils to explore the past byexamining sources relating to the Irish Famine and the context in which they arose.The key question leads pupils to consider the (a) causes of the Famine, (b) ways in which theFamine affected people, (c) how they responded to the crisis, and (d) how famine is treatedtoday.The key question also leads to a better understanding of the complexities of the impact of,and responses to, famine and makes explicit links to Citizenship.The unit also offers scope for work in Literacy and Music.
Prior knowledge
It would be helpful if the pupilhada.prior knowledge of otheraspects of Victorian Britain,such as urban and ruralconditions,b.some understanding of theuse of sources.
Links to Key Stage 3 Programme of Study for History
1Key concepts
1.2 Cultural, ethnic and religious diversity a Understanding the diverse experiences and ideas,beliefs and attitudes of men, women and children inpast societies and how these have shaped the world.1.3Change and continuity a Identifying and explaining change and continuity  within and across periods of history.1.4 Cause and consequencea Analysing and explaining the reasons for, and results of,historical events, situations and changes.1.5 Significancea Considering the significance of events, people anddevelopments in their historical context and in thepresent day.
Key processes
2.1Historical enquiry a identify and investigate, individually and as part of ateam, specific historical questions or issues, making andtesting hypothesesb reflect critically on historical questions or issues.2.2 Using evidenceb evaluate the sources used in order to reach reasonedconclusions.2.3 Communicating about the pasta present and organise accounts and explanationsabout the past that are coherent, structured andsubstantiated, using chronological conventions andhistorical vocabulary b communicate their knowledge and understanding of history in a variety of ways, using chronologicalconventions and historical vocabulary.
Range & content
3 Range and contentc Appropriate links should be made to some of theparallel events, changes and developments in British,European and world history.
4Curriculum opportunities
e make links between history and other subjectsand areas of the curriculum, including citizenship.
Every Child Matters
The unit fully embraces the Every Child Matters strategy - see Note 5.
Other Ireland in Schools study units & resources on the Famine
http://iisresource.org/resources_sh.aspx
Lesson plans on following page.
 
 IiS, KS3: Dealing with Famine, 3
Lesson plans
LessonKeyquestion ActivitiesHistory NC
1Whatquestions arisefrom lookingat a picture of an evictionduring theIrish Famine?1.
Starter.
Show eviction, source 1A (See Note 3).a. Teacher introduction: Briefly explain the context of the picture.*b. Ask pupils what is going on in the picture and who are the people in it.2. a. Generate words on a wordwall to show observations, feeling and impressions from thepicture.b. Pupils match the cards to the picture.3. Working in groups. Look at the picture. You have to become the main people in thepicture.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 whathappened next in the picture.4.
Plenary.
Asking questions (Role on the wall.)**Pin two characters on board - bailiff and tenant (or tenant’s wife) - and pupils generatequestions on post-it notes and stick on characters.1.2a2.1b*2.2b*2.3b2 How can weexplain whatwas happeningin this picture?1.
Starter 
. Divide class into groups. Using source 1A and the questions from the plenary inlesson 1, groups decide on two questions to ask the bailiff and two questions to ask thetenant (or his wife).2. Selected pupils hotseat as bailiff and tenant (or tenant’s wife), using character cards toanswer the pupils’ chosen questions in the starter.3. Look at written sources 2A-E.How far do they explain the picture and/or the pupil’s questions to the hotseat?4. Add to wordwall, using a different colour from that used in lesson 1.5.
Plenary.
Pair-share the question ‘If you were a landlord why might you have evicted yourtenants?’1.2a2.1b*2.2b2.3b3Why did theFaminehappen?1.
Starter.
Thought-shower any causes of the Famine you have identified in lessons 1 & 2.2. Pair-share.a. Look at a list of causes of the Famine, sources A-L, and remove the two red herrings.b. Use the dartboard provided to sort the remaining causes into short- and long-term.c. With a marker pen, draw links between them and decide which you think are the two mostimportant causes of the Famine. Justify your decision.3. Add to wordwall, using a different colour from those used in lessons 1-2.4.
Plenary
. Feedback to class and agree, if possible, upon the two most important causes of the Famine.1.2a1.4a*1.5*2.1a, b2.2b2.3b4How far waseviction themainexperience of the Famine?1.
Starter.
How far do the following sources, 4A-D, show that being evicted from yourhome was not the only source of suffering during the Famine?2. Divide class into groups and hand out sources 4E-R.Groups decide how far the sources show that there were more responses to the famine thaneviction, using the grid provided. (Some sources might fall into more than one category.)3. Add to wordwall, using a different colour from those used in lessons 1 & 2.4.
Plenary
. How far does the eviction illustration represent what happened during thefamine? Justify your decision.1.2a2.1b2.2b*2.3b5What can wedo aboutfamine?1.
Starter.
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 would haveresponded to the potato Famine?’3. Using sugar paper, marker pens, ideas from the wordwall and any other material from thepreceding 3 lessons, produce a visual aid (poster, badge, sticker, logo, etc.) and letter topersuade people to support your response.4. Present your campaign to the class and ask them to vote on it.5.
Plenary.
How far has your work on the Irish Famine helped you to understand whyfamines occur today and how people respond to them?Option: Could run a campaign to raise awareness and support for people experiencingfamine today.1.3a2.3a*, b*3c4eCitizenship1.1a, b1.2b1.3a, b, c2.1a2.2 a-d2.3a, b3e, h
*In the 1840s, Ireland faced a serious famine caused by the failure of the potato crop, Ireland’s staple food. It meant that people wereshort of food to eat and money to pay their rents. This led to some landlords to evict tenants as shown in source 1A.** Questions could include why is the family being evicted; why are the characters in the picture behaving as they are (such as 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?
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