JUNIOR CYCLE HISTORY
• Chapters are broken down into into sub-topics to make it easier to work through detailed issues and events. Each sub-topic opens with a small number of learning intentions and contains Checkpoint questions to assess knowledge before moving on.
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In this
topic, you will learn about:
The Laois-Offaly Plantation and its results The Munster Plantation and its results
CHECKPOINT!
1. In what century did the Laois-Offaly Plantation and the Munster Plantation take place? 2. Explain the terms adventurer, president and undertaker. 3. Which queen was responsible for each plantation? 4. List two results of each of the plantations. 5. Why do you think the early plantations failed? Give three reasons in each case.
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I know the main events and results of the Laois-Offaly and Munster Plantations.
• Life in Time features showcase key historical fi gures with biographical information and details on their contribution to history.
JUNIOR CYCLE HISTORY
12.3: An American Revolutionary – George Washington
A Life in Time: George Washington (1732–1799)
Early Life George Washington was born in the colony of Virginia to a family of wealthy landowners. They farmed tobacco and owned a number of African slaves. He fought in the British army in the Seven Years’ War. Afterwards, he was elected to Virginia’s assembly. He inherited the family estates and in 1759 he married Martha Danbridge Curtis, a wealthy widow, becoming one of the richest men in Virginia.
The Continental Army
Washington was elected to represent Virginia at the First and Second Continental Congresses. He supported independence once he realised that there could be no compromise between the colonies and Britain. He was appointed commander-in- chief of the Continental Army in 1775. He received this position due to his military experience and because, as a Virginian, his appointment guaranteed the support of the largest and richest colony. Washington faced a daunting situation:
The Continental Army
• 20,000 men • Part-time soldiers, many only serving for short periods
• Poorly trained and equipped: a variety of guns and other weapons, even makeshift ones from farm tools
• Problems of indiscipline and disease • Congress was slow to pay the army • The soldiers had local knowledge and could use guerrilla tactics against the British
The British Army
• 80,000 men • Professional, full-time soldiers • Well trained and equipped with the best weapons of the time
• Large navy for supplies • Fighting in an unfamiliar country • Treated all Americans as enemies and punished civilians, increasing support for the rebels
• Thousands of miles from home
The War of Independence After fi ghting broke out in 1775, there were a number of major battles between the two sides: • Washington lost his fi rst battle, at Bunker Hill, but infl icted heavy casualties on the British.
• The Continental Army won the Battle of Boston and captured cannons and rifl es which were needed for the war.
• After Washington was defeated at New York in 1776, he gained two small victories at Princeton and Trenton.
• In 1777, General Howe’s army of 18,000 men captured Philadelphia, America’s largest city and the home of the Continental Congress. This was a huge blow: many people began to doubt that America could win and they questioned Washington’s leadership.
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https://educateplus.ie/go/book-kells
• Chapters end with: a useful summary; comprehension-style Understanding History and overarching Exploring History questions that are useful for summative assessment; and a bank of key terms with defi nitions for ease of revision.
ARTEFACT SUMMARY In this chapter, we have learned that:
• Irish nationalists at this time fell into two camps: constitutional nationalists (seeking change through peaceful politics) and radical nationalists (prepared to use violence for political change).
• Charles Stewart Parnell campaigned for tenants’ rights and Home Rule and his party was immensely popular in the 1880s. However, the First (1886) and the Second (1893) Home Rule Bills both failed during Parnell’s time.
• The Gaelic League, the GAA and the Irish Literary Revival were at the forefront of cultural nationalism at this time.
• During this period, the GAA’s ties to various nationalist groups were extremely close. The IRB sought new members within the local GAA clubs.
• In 1910 the important political groups in Ireland were the Irish Parliamentary Party, Sinn Féin, the IRB and the Unionist Party.
• The Parliament Act of 1911 meant that the House of Lords could only delay (not veto) laws. This Act made Home Rule possible.
• The Third Home Rule Bill was presented to the British government in 1912.
• Unionists responded to the Third Home Rule Bill by: holding demonstrations, founding the UVF, creating the Ulster Solemn League and Covenant and sourcing arms and ammunition.
• Nationalists reacted to this by founding the IVF and likewise buying arms and ammunition.
• Unionists supported Britain in World War I (1914–1918). Nationalists had mixed opinions, causing the IVF to split into the National Volunteers and the Irish Volunteers.
• About 250,000 Irishmen fought on Britain’s side in World War I, and 30,000–50,000 died. Some Irish regiments were the Irish Guards, the Royal Dublin Fusiliers and the Royal Munster Fusiliers.
Refl ecting on… Changing Ireland 1884–1914
The years 1884–1914 saw signifi cant change in Ireland. Politically, the divisions that had existed on the island since the Plantations became sharper as the competing ideas of Home Rule and Unionism emerged. The formation of the armed UVF and IVF threatened to cause wide-scale violence between the communities.
In the meantime, a revival of uniquely Irish culture was taking place, as the Gaelic League tried to save the Irish language from decline, the GAA linked sports and nationalism across the island and the Irish Literary Revival looked to Ireland’s past to encourage a sense of separate ‘Irishness’.
The hardening of lines between the two communities would eventually see the island split in two and shape the twentieth century in Ireland.
Exploring History
1. Write a short paragraph on: the Home Rule Campaign; the Gaelic League; the Irish Literary Revival; and the GAA.
2. Write an account of the life and career of Charles Stewart Parnell. 3. Write a paragraph about the effect of World War I on Ireland. 4. Write an account of the life and career of Edward Carson.
5. Create a timeline of the events that happened during the Home Rule Crisis 1912–1914, with the Parliament Act of 1911 as your starting point.
KEY TERMS Irish nationalist
Constitutional nationalists
Home Rule someone who believes that the Irish people are their own nation
wanted to see the re-establishment of a parliament in Ireland and wanted to achieve this through political means.
Ireland would remain part of the United Kingdom but have its own parliament in Dublin to govern local affairs, while Westminster would control trade and foreign affairs
Radical nationalists wanted full independence from Britain and believed that they should use force if necessary to achieve this
Republic Unionist
Parliamentary obstruction
Political agitation
a country not ruled by a monarch, but instead ruled by its citizens, who choose their representatives
someone who wants Ireland to remain part of the United Kingdom
deliberate interference with the progress of legislation, for example by making very long speeches to delay the passage of laws through parliament
encouraging people to form local groups to demand better treatment, for example by refusing to pay rent or cooperate with local landlords
Cultural nationalism focuses on promoting a national identity shaped by shared cultural traditions and language
Anglicisation The Gaelic League
The Irish Literary Revival
Parliamentary abstention
Understanding History
1. Why were the religions so unevenly distributed on the island of Ireland at this time? 2. What are the differences between a constitutional nationalist and a radical nationalist? 3. Explain what Home Rule would involve, referring to the First Home Rule Bill of 1886. 4. Why did cultural nationalism emerge? Give three reasons. 5. How did the Irish Parliamentary Party/Home Rule Party and Sinn Féin differ in 1910? 6. What were the details of the Third Home Rule Bill? 7. How did the Third Home Rule Bill create a crisis? 8. Why was Home Rule not achieved in this period (1884–1914)?
248 Paramilitary force the spreading of English culture throughout Ireland an organisation whose aim was to promote the Irish language.
a movement that aimed to promote Irish literature and coincided with a renewed interest in Gaelic Irish heritage
Irish MPs would withdraw from the Westminster parliament created in the 1801 Act of Union to set up their own parliament in Dublin
an unoffi cial military-style organisation of amateur soldiers
Go to page xx of your Portfolio for tasks on this chapter.
Go to page XX of your Workbook for revision and skills on this chapter.
JUNIOR CYCLE HISTORY
• The Sources and Skills Book contains revision exercises and additional evidence questions for every chapter and the Research Portfolio contains a Life in Time or Past in My Place task for every chapter.
Christendom was also home to many non-Christians. Most towns across medieval Europe had small Jewish communities, while for centuries the Muslim territory of Al-Andalus (now Andalusia in southern Spain) was a beacon of culture and learning.
COLLABORATE: With your group, research the design and construction of an important Renaissance building. For example, you could look at St Peter’s Basilica in Rome or the Duomo in Florence. Present a visual report to your class.
• ‘Did You Know?’ features throughout each chapter offer additional interesting and fun facts to complement the topic.
DID YOU KNOW? TIME TO GO BACK I CAN MOVE FORWARD
• Collaborate tasks throughout allow students to work together to research and discuss topics and ideas.
The Alhambra, Andalusia
249
v
Welcome to Artefact
17 Ireland 1880–1914: Politics, Culture and Sport
12 Revolutions Option One: The American Revolution
JUNIOR CYCLE HISTORY ARTEFACT A FORWARD-THINKING APPROACH TO LOOKING BACK
Sources and Skills Book
Gregg O’Neill Eimear Jenkinson
JUNIOR CYCLE HISTORY
ARTEFACT Research Portfolio
A FORWARD-THINKING APPROACH TO LOOKING BACK Preparation for CBAs 1 and 2
Gregg O’Neill Eimear Jenkinson
ARTEFACT
ARTEFACT
ARTEFACT
Research Portfolio
ARTEFACT Sources and Skills Book
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