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What was it like to be an Irish immigrantin Britain in the 19
th
century?
Contents
About this unitLessons sources & worksheets1.Hopes & fears2.Irish immigrant experience 13.Irish immigrant experience 24.Hopes & fears revisitedNote for teachers1.Overview of the Irish in Britain2.Individual lessons
Ireland in SchoolsBirmingham Pilot Scheme
English & Irish history for secondary schoolsKey Stage 3
University of BirminghamBASSUniversity of Northampton
 
 IiS, Irish immigration - teacher booklet, 2
About this study unit
This four-lesson study unit is intended as a depth study within the Key Stage 3 HistoryCurriculum, perhaps in year 8.The key question asks ‘What was it like to be an Irish immigrant in Britain in the 19
th
century?’and examines the complexity of their experiences within a range of contexts.Students analyse a range of sources related to migrant experiences and attitudes towards themin order to explore (1) the hopes and fears of Irish migrants coming to Britain in the mid 19
th
century; ( 2) how far they remained in distinct communities; and (3) how far there was a uniformresponse to them. The final lesson asks how far the immigrants’ hopes and fears were justified.
Historical links
The unit relates the development of multicultural Britain and provides a framework forcomparison with other migrant groups at different times in the past. Discussions could involvecomparisons with other groups of people who have come to Britain from earliest times includingRomans, Saxons, Vikings and Normans as well as more recent settlers such as Huguenots andblack settlers from the 16th century, Jews in the Middle Ages and from the late 19
th
and mid-20
th
century together with experiences migrants during and since the Second World War.
Links to other subjects
The unit leads students to consider the experiences and attitudes of different people towardsethnic, cultural and religious diversity and the need to show mutual respect and understanding.It thus offers a stimulus for work on Citizenship (NC Objectives 1b and 3a), looking at situationswhere recent migrants have faced hostility and prejudice.The unit particularly requires speaking and listening skills.
Prior knowledge
It would be helpful if thestudents had1.some understanding of the analysingperspectives shown ina range of visual andwritten sources.2.knowledge of theexperiences otherpeople who havecome to Britain e.g.Norman invaders,Jews in the earlyMiddle Ages, Black migrants and slavesfrom the 16
th
and 17
th
centuries.
National Curriculum Historical objectives - Key Stage 3 (Old)
This Unit fits in with the Breadth of Study: Britain 1750-1900: A study of how expansion of trade and colonisation,industrialisation and political changes affected the United Kingdom, including the local area, particularly7b. history from a variety of perspectives including political, religious, social, cultural, aesthetic, economic,technological and scientific7c. aspects of the histories of England, Ireland, Scotland and Wales where appropriateIn addition, pupils should be taught:2a to describe and analyse the range of ideas, beliefs and attitudes of men, women and children in the past.2b the social, cultural, religious and ethnic diversity of the societies studied, both in Britain and the wider world3a how and why historical events, people, situations and changes have been interpreted in different ways3b to evaluate interpretations.4a identify, select and use a range of appropriate sources of information including oral accounts, documents, printedsources, the media, artefacts, pictures, photographs, music, museums, buildings and sites, and ICT-based sources asa basis for independent historical enquiries5a recall, prioritise and select historical information5ccommunicate their knowledge and understanding of history, using a range of techniques, including spokenlanguage, structured narratives, substantiated explanations and the use of ICT.
New Draft PoS
C2Diversity: Understanding the diverse experiences and the range of ideas, beliefs and attitudes of men, women and children in past societies and howthese have shaped the world.C6Interpretations: Analysing and evaluating how and why the past has been interpreted and represented in different ways through historians' debatesand through a range of media.P7Enquiry & P8 Making and testing new hypotheses: identify and investigate, individually and as part of a team, specific historical questions or issues,making and testing new hypotheses (8), improve as questioning and independent learners and as critical and reflective thinkers with curious andenquiring minds.P9Evidence: identify, select and use a range of historical sources, including textual, visual and oral sources, artefacts and the historic environment,evaluate the sources used in order to reach reasoned conclusions.P10 Communication about the past: communicate their knowledge andunderstanding of history, using chronological conventions and historical vocabulary, in a variety of ways, present arguments about the past that arecoherent, structured and substantiated.R&C 13 the changing relationships of the peoples' of England, Ireland, Scotland and WalesR&C 14how movement and settlement of diverse peoples to, from and within the British Isles, have shaped the British Isles through timeR&C 16he changes in the lives of men, women and children, including work, technology, leisure, culture, religion and environment in past societiesR&C 17people's diverse ideas, beliefs and attitudes in past societiesR&C 20build on their knowledge and understanding of the past from earlier key stagesR&C 23study the ways in which the past has helped to shape identities, shared cultures, values and attitudes todayR&C 24examine history from a variety of perspectives including political, religious, social, cultural, aesthetic, economic, technological and scientific.
 
 IiS, Irish immigration - teacher booklet, 3
Lesson 1
Hopes & fears
Key questionStarterActivitiesNC(History)
What do thesources suggestabout the Irishimmigrantexperience?Use source a, fill in thecircles in the graphicorganiser?What do see?What is the artistsaying about theirhopes & fears?What else do you wantto ask?1. Working in groups, look at sources B, C, D.2. If you were the people in picture and could see into the future, whichof the sources B, C, D, E & F would make them most at ease and whichwould scare your most.Come to a consensus as to where you would put sources B, C, D, E & Fon a continuum line - from most at ease to most scared.Justify the exact point where you place the sources on the continuum.3. Report back to whole class, using whiteboard of available.4. Plenary: Consider the key question and then ask what more do weneed to investigate.
2a4a, 4b
 New PoS
C2, C6P7, P8,P9, P10R&C13,14,16
SourcesA.
The Last Hour in the Old Land 
Margaret Allen, c. 1877, Gorry Gallery, Dublin
B. Irish Emigrant Arriving in Liverpool 
Erskine Nicol, 1871, Nat. Galleries, Scotland
C. ‘The Dacent Irish Boy’
The hero of this song has emigrated to Glasgow, where he has found work and is very popular.
I’m working here in Glasgow, I’ve got a decent jobI’m carrying bricks and mortar and me pay is fifteenbobI rise up in the morning, I get up with the lark,And as I’m walking down the street, you can hear thegirls remark:‘Hello Patsy Fagan! You’re the apple of me eye.Hello Patsy Fagan! You’re the apple of me eye.You’re a dacent boy from Ireland, there’s no one candeny.You’re a rarem taren, divil may caren dacent Irishboy.’
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tylerhill5@aol.com

personally i dont know , my father arrived from county kerry southern ireland to London, circa 1920/8? he stayed in london for the rest of his life.

reply03 / 16 / 2008
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