THE MIXTURE THAT MAKES How different peoples influenced the way we speak Teacher Guide and Resource Booklet

Glencolumbkille

An Mhainistir Liath Contents

Foreword iii

Curriculum Overview iv

Section 01 Activity One Roman and Present-Day Maps of 2 THE ROMANS AND Activity Two What Do We Mean by the Term Celtic? 3 THE CELTS Activity Three Why Build Walls? 4 Activity Four The Celts in Britain 5 Activity Five and Maps 6

Section 02 Activity One The Ogham Alphabet 8 THE CELTS AND IRELAND Activity Two Celts on the Move 9 Activity Three Colm Cille and His Mission 10 Activity Four A Newcomer in a Foreign Land 11

Section 03 Activity One Quicker by Sea? 14 IRELAND AND SCOTLAND: Activity Two What Is a Kingdom? 15 CELTIC CONNECTIONS Activity Three The Spread of Languages 16 Activity Four Religious Missions and Evangelisation 17 Activity Five Speaking More Than One Language 18

Section 04 Activity One Invasions 20 TWO LANDS – MANY Activity Two Viking Runes 21 LANGUAGES Activity Three The 22 Activity Four Slang 23 Activity Five The Provinces and 24

i Section 05 Activity One Famous Battles 26 THE BATTLE OF KINSALE Activity Two Suppressing or Preserving a Language 27 AND THE PLANTATION Activity Three Areas 28

Section 06 Activity One Gaelic 30 PLACE NAMES Activity Two Local Place Names 31 Activity Three The Meanings behind Place Names 32

Section 07 Activity One What Does My Name Mean? 34 PERSONAL NAMES Activity Two Names in Our Community 35 Activity Three Family Crest 36

Section 08 Activity One Good Reasons to Speak Irish and Ulster-Scots 38 THE 21ST CENTURY – Activity Two The Death and Life of Languages 39 WHICH LANGUAGES DO WE SPEAK? Activity Three Do We All Speak Ulster-Scots? 40 Activity Four Ulster-Scots: Language and Song 41

Resources 43 Acknowledgements 68

ii Foreword

This resource is to accompany the CCEA pupil book The Mixture that Makes Ulster – How different peoples influenced the way we speak which aims to provide pupils with the historical and geographical contexts in which several languages developed in Ireland, from the time of the Celts right up to the present day. The themes and activities included in these resources are designed to encourage pupils to explore, appreciate and celebrate the richness and diversity of language and culture in this region.

We hope that the activities contained within these pages offer potential for learning opportunities which are engaging and stimulating, but also inspire teachers to expand on some of the areas covered for more extended work if they wish. Many of these experiences will focus primarily on areas of learning such as Personal Development and Mutual Understanding, Language and Literacy and The World around Us.

This booklet also mentions various active learning and teaching methods. For more information, please see Active Learning and Teaching Methods for Key Stages 1 & 2.

iii Curriculum Overview The following table provides an outline for the learning opportunities that exist within this resource and illustrates its links to the Primary Curriculum.

Curriculum Aim The Northern Ireland Curriculum aims to empower young people to develop their potential and to make informed and responsible choices and decisions throughout their lives...

Curriculum Objectives To develop the young person as To develop the young person as To develop the young person as an individual, teachers should a contributor to society, teachers a contributor to the economy and help them to: should help them to: environment, teachers should help them to: • develop self-confidence, self- • become aware of some of the esteem and self-discipline; issues and problems in society; • work independently and as a • listen to and interact positively (Citizenship) member of a team. with others; • develop an awareness and (Employability) • explore and understand how respect for the different others live; lifestyles of others; (Personal Development and • understand some of their own Mutual Understanding) and others’ cultural traditions; • develop tolerance and mutual (Cultural Understanding) respect for others. (Moral • become aware of the Character) imbalances in the world around us, at both a local and global level. (Ethical Awareness)

Areas of Learning

Language and Literacy The Arts Personal Development and The World Around Us Mutual Understanding

Pupils should be enabled to: Pupils should be enabled to: Pupils should be enabled to Pupils should be enabled to explore: explore: • listen and respond to a range • develop their understanding of fiction, poetry, drama and of the world by engaging • their self-esteem, self- • how they and others interact media texts through the use in a range of creative confidence and how they in the world; of traditional and digital and imaginative role play develop as individuals; (Interdependence) resources; situations; • human rights and social • change over time in places; • participate in group and class • explore a range of cultural responsibility; • positive and negative effects discussions for a variety of and human issues in a safe • valuing and celebrating of natural and human events curricular purposes; environment by using drama cultural difference and upon place over time; • know, understand and use to begin to explore their own diversity; and (Place) and others’ feeling about the conventions of group • playing an active and • how change is a feature of the discussion; issues, and by negotiating situations both in and out of meaningful part in the life human and natural world and • describe and talk about real role; and of the community and being may have consequences for experiences and imaginary concerned about the wider our lives and the world around situations and about people, • develop a range of drama environment. us; and places, events and artefacts; strategies including freeze frame, tableau, hot seating, • the effects of positive and • prepare and give a short oral thought tracking and negative changes globally and presentation to a familiar conscience alley. how we contribute to some of group, showing an awareness (Drama) these changes. of audience and including (Change over Time) the use of multimedia presentations; • talk with people in a variety of formal and informal situations; • recognise and discuss features of spoken language, including formal and informal language, dialect and colloquial speech; • read, explore, understand and make use of a wide range of traditional and digital texts; and • use traditional and digital sources to locate, select, evaluate and communicate information relevant for a particular task.

iv UNIT

The Romans and the Celts01

1 Activity One Roman and Present-Day Maps of Europe

Suggested Learning Intentions Useful Links • www.bbc.co.uk/education/topics/zwmpfg8 • www.britishmuseum.org We are learning: • to investigate a map of Europe from the Roman era; and • about differences between modern and historical maps of Europe.

Suggested Learning and Teaching Activities

Display or distribute Resource 1: Europe during the Roman Empire and ask the pupils if they can identify any of the countries by shape or by name. Ask them to pinpoint Italy and Rome on the map and discuss how Rome was the centre of the Roman Empire.

Ask the following questions: • In what language are the names of the countries on the map? • Why do you think the names of the countries are in this language?

Then display or distribute Resource 2: Blank map of modern Europe. Ask your pupils to label the map with the correct country names, using whiteboard markers. Discuss how the borders and country names have changed since Roman times. What is different now?

2 Activity Two What Do We Mean by the Term Celtic?

Suggested Learning Intentions Useful Links • www.bbc.co.uk//celts • www.bbc.co.uk/guides/z8bkwmn We are learning: • www.nicurriculum.org.uk/cuchulainn/unit2.html • about the term Celtic and its association with • www.resourcesforhistory.com Celtic people and territories; and • www.gaelicmatters.com • information about the Celts and Celtic culture.

Suggested Learning and Teaching Activities

Introduce the term Celtic on the interactive whiteboard. Ask your pupils to read the word out loud. Do they pronounce it with a hard ‘c’ or soft ‘c’?

Ask the pupils what they think of when they hear this word. Some possible answers may include: • football • and things • people who lived in Ireland long ago • Celtic art • the Iron Age.

Divide the class into groups. Ask each group to research information in groups about Celts and Celtic traditions on the Internet, using the Useful Links to help them. Then ask them to create collages based on what they have learned about the Celts and Celtic life, using a range of provided materials (for example, coloured card or paper, scissors, glue, felt-tips and magazines).

3 Activity Three Why Build Walls?

Support your pupils to research some of the walled Suggested Learning Intentions cities in Europe. Do any of these still exist today? What differences have these walls made? Are the differences positive or negative?

We are learning: You could extend the theme of walls and barriers into • why governments use defensive walls to separate a project in its own right. Ask pupils to explore this groups; and theme on a personal and social level. • about walls around the world that were built to keep warring groups apart. For example, there has been a great deal of debate recently on the topic of migration and whether or not this should be limited in certain countries. Some politicians are in favour of building walls to control Suggested Learning and or prevent immigration. Ask pupils to debate this Teaching Activities idea, or encourage them to role-play the different arguments, for example by using Active Learning and Teaching Method: Conscience Alley. Read the section in Unit 1 of the pupil booklet which describes the building of Hadrian’s Wall. Use this Alternatively, ask your pupils to imagine that they opportunity to discuss the reasons why people are living in East Berlin during the time when the build defensive walls. Some possible questions for Berlin Wall still divided the city. Ask them to write to discussion could include: their West German cousin, describing what life is like • Do walls help people feel safe? How? on their side of the wall. As a longer-term project, • Do these walls actually make people safer? support pupils to write a short play on the subject of walls built to separate groups. • Do walls help build peace or increase tensions? • Do walls solve problems between peoples in conflict? • What are the alternatives to using walls to solve problems?

Display Resource 3: Walls around the world which contains pictures and information about well-known walls around the world used for defence, such as the Great Wall of China, the Berlin Wall, peace walls in Northern Ireland, the Israeli West Bank barrier, ancient walls in Constantinople and the walls of . Find out what pupils know about any of these walls.

4 Activity Four The Celts in Britain

Suggested Learning Intentions

We are learning: • that many people in Britain regard themselves as Celts; • to identify where these Celts are from; and • to recognise and identify Scotland, the , Wales and on a map.

Suggested Learning and Teaching Activities

Read the section on the Celts in Britain in Unit 1 of the pupil booklet.

Discuss the map of Great Britain in this section with pupils and highlight the Celtic regions on the map. Ask the pupils to do some research on each of these regions. Topics to research could include: • flags of the regions • languages spoken • population • main towns.

5 Activity Five Ireland and Maps

Suggested Learning Intentions

We are learning: • to recognise features on a map; • to identify our own town or area; • about the challenges of making maps.

Suggested Learning and Teaching Activities

Ask your pupils to create their own maps. They could create a map of their school, house, street or surrounding area. Once they have designed their maps, discuss the following questions with them:

• What challenges did you face when making your map? • What skills did you need to use to make your map? For example, did you use learning from maths or any other area of learning to help you?

6 UNIT

The Celts and Ireland 02

7 Activity One The Ogham Alphabet

Divide the class into four different groups. Ask each Suggested Learning Intentions group to find out information about one of the ancient alphabets mentioned in Resource 6. For example: • find out three facts about their chosen alphabet; We are learning: • find out where these languages were spoken; • how to recognise and read the Ogham alphabet; • discover when the alphabet was first developed; • how to write words using the Ogham alphabet; and and • about ancient ways of writing. • compare it to the Ogham alphabet, for example: – Are words written vertically or horizontally? – Does the alphabet use picture characters or strokes? Suggested Learning and – Does it have simple characters, like Ogham, or Teaching Activities are they more complex? – Are characters straight or curved? Ask the pupils to examine the pictures of the Ogham stone and the Ogham alphabet in the pupil booklet. Point out how the characters are formed using only straight lines. Ask pupils to think of possible reasons for this. (For example, straight lines would have been easier to carve on stone.)

Give pupils printed copies of Resource 4: An Ogham stone and Resource 5: The Ogham alphabet. Ask pupils to try writing their name or other text in Ogham characters on the Ogham stone in Resource 4. Some pupils may have names which contain letters that are not in the Ogham alphabet. In this case they could choose a different name, use the name of a pet or make up a nickname for themselves, or simply leave out the missing character. Afterwards, pupils could make an Ogham stone from modelling clay and ‘carve’ characters on it in Ogham text.

Show your pupils pictures of different alphabets and ways of writing, using Resource 6: Ancient alphabets.

8 Activity Two Celts on the Move

Support your pupils to do some online research on Suggested Learning Intentions one or more of these regions. Facts research could include the following: • population; We are learning: • main towns or cities; • that Celts came from Ireland, Britain and Europe; • highest mountain; • how to recognise Celtic regions on a map; and • longest river; • facts about different Celtic regions. • pictures of the region; • interesting facts about the region; • a few words in the region’s Celtic language (and their meanings); or Suggested Learning and • the number of people in the region who speak Teaching Activities their Celtic language.

Make several copies of Resource 7: Celtic region Ask the pupils to present their work to the rest of the matching cards. Cut up the cards and mix up each class using PowerPoint or a similar package. Print set. Ask the class to form groups and give each out the information they find out about these Celtic group a set of cards. Ask them to: regions and display it in class in an area dedicated to • match the region or country name in English with the project. its Celtic name; and • match the Celtic region to the correct Celtic language.

You can find the correct answers in Unit 2 of the pupil booklet, in the section entitled Celts on the Move.

9 Activity Three Colm Cille and His Mission

Suggested Learning Intentions Extension Activity

We are learning: Read the legend of Colm Cille’s meeting with the • about Colm Cille’s voyage to Scotland and the Loch Ness Monster with pupils, using the Lough challenges he faced; and Ness Monster resource, see Useful Link below. Then ask pupils to imagine they are Colm Cille and write • to describe events from a historical figure’s point an account of this incident for his followers. of view.

Useful Link Suggested Learning and • www.ccea.org.uk/colmcille Teaching Activities

Refer to the map showing Colm Cille’s journey in the pupil booklet and discuss his mission to bring Christianity to Scotland. Ask your pupils the following questions: • What experiences might Colm Cille have had? • What would he have needed for his journey? • What difficulties would he have faced on his sea voyage? • What challenges would he have faced trying to bring his Christian message to the Picts?

Ask pupils to imagine they are Colm Cille, and have them write a diary entry describing the events of a day on his journey to Scotland. The diary entry could include information such as: • what Colm Cille could have seen en route; • the weather and conditions for the journey; • wildlife spotted on the journey; and • his thoughts and feelings about Iona.

10 Activity Four A Newcomer in a Foreign Land

If possible, ask a parent or representative from Suggested Learning Intentions another community to visit the class to tell their story of migration. Pupils could interview them and ask them some of the following questions: • Why did they leave their country? We are learning: • Why did they choose to come here rather than • about the challenges people face when they move another country? to a foreign country; and • What were their thoughts and feelings before • how people try to overcome these challenges. arriving? (for example fear, excitement or hope). • What were their thoughts and feelings when they arrived? What were the main challenges? Suggested Learning and • Have these thoughts and feelings changed? Teaching Activities What challenges remain? Ask pupils to come up with their own questions if Ask your pupils to think about the problems faced possible. by a newcomer on arriving in a strange country, and get them to write down all the issues they can Alternatively, ask pupils to interview someone they think of. Then ask them to form groups and discuss know (a fellow pupil, relative or someone in their their thoughts. Pupils can present their group’s town) about moving to a new country. They could do conclusions as part of a group feedback session. this as a homework activity. Issues could include, for example, problems learning the language, unfamiliar food, finding a place to live, Once pupils have completed their interview, ask finding a job or schooling. See Active Learning and them to write it up as a newspaper report. Teaching Method: Post-It Collection.

Some of the pupils in your school may have direct experience of migration. If so, ask them how it felt to arrive in a strange country.

11 12 UNIT

Ireland and Scotland: Celtic Connections 03

13 Activity One Quicker by Sea?

To extend this activity, display Resource 9: Coastal Suggested Learning Intentions cities around the world on the whiteboard. Ask pupils to label the coastal cities marked by dots. The answers are: New , Vancouver, Rio de Janeiro, Cape Town, Mumbai, Lisbon, Tokyo and Sydney. If We are learning: pupils have difficulty in identifying the cities, give • why it was easier to travel by sea in the fifth them some hints, for example: century; and • this city is famous for its Opera House (Sydney); • how to identify major coastal cities and towns. • this city is sometimes called ‘The Big Apple’ (); or • this city is the capital of Japan and has cherry Suggested Learning and blossom festivals every year (Tokyo). Teaching Activities Ask pupils to discuss the reasons why these cities were built where rivers meet the sea. Read the section about travelling by sea in Unit 3 of the pupil booklet. Ask your pupils to suggest why it would be easier to travel by sea than cross-country in ancient times. They may refer to the fact that there were not many roads and the countryside would have been covered by thick forests. These forests would have held many dangers for those travelling such as getting lost, wild animals and being attacked by bands of thieves.

Display Resource 8: Coastal cities and towns, Ireland and the UK on the interactive whiteboard. This resource shows an unlabelled map of coastal cities and towns in the UK and Ireland. Ask your pupils to label the map with the correct town or city names, using whiteboard markers. (The answers are: , Galway, , Dundee, Liverpool, Cardiff, Blackpool and Plymouth.) Can pupils name any rivers that these towns or cities were built on?

14 Activity Two What Is a Kingdom?

• number of children Suggested Learning Intentions • country population • (optional) any interesting facts.

We are learning: Ask each group to display their finished card and • the meanings of the terms kingdom and share their findings with the class. monarchy; Support pupils to have a Four Corners Debate on • facts about different kingdoms around the world; monarchies. Create four signs printed in large letters and with the following labels: • to express our opinions about monarchies. • Strongly Agree • Agree • Disagree Suggested Learning and • Strongly Disagree Teaching Activities Place each sign in a different corner of the classroom. Read the section in Unit 3 of the pupil booklet which Write a statement on the blackboard for pupils to discusses the kingdom of Dál Riada. Discuss the debate, for example, ‘Monarchies should be banned as meaning of the terms kingdom and monarchy with they are no longer important or useful’. Ask your pupils pupils. Ask them: what is the difference between a to move to the corner that best expresses their views monarchy and a republic? Can they name a kingdom and give each group 5–10 minutes to discuss all their (other than the United Kingdom) and a republic reasons and opinions. One pupil from each corner (other than the )? should report their conclusions. At the end of all the arguments, give your pupils the opportunity to change Show the pupils Resource 10: Monarchy or corners if their opinions have changed. Republic? Print and cut out copies of the cards and ask pupils to sort them into the correct category. Answers Alternatively, show them the whole list of countries on the interactive whiteboard and ask them to Republic Monarchy identify which countries are monarchies and which Brazil Canada are republics. China Japan Divide the class into groups. Give each group the name Cuba Lesotho of a monarchy from the list opposite. Ask each group to create a ‘Top Trumps’ style card for their country’s Egypt Saudi Arabia monarch, using information they research online. Spain Information on the Top Trumps cards could include: Guyana Swaziland • a picture of the king or queen • their name and title India Sweden • their age South Tonga • years on the throne 15 Activity Three The Spread of Languages

In groups, ask the pupils to find out if anyone in their Suggested Learning Intentions group speaks another language other than English. If so, what language do they speak? Ask groups to report back and find out how many different languages pupils can speak in your classroom. We are learning: • where different languages are spoken; and Then ask each group to think of reasons why people • the reasons why people learn languages. learn another language. Have them write all their ideas on cards or Post-its (for example, for business, for fun, to learn about a culture or for travel). Then, ask groups to sort these reasons in order Suggested Learning and of importance, using Active Learning and Teaching Teaching Activities Method: Card Ranking to sort the cards.

Unit 3 explains how the Gaelic language spread to Scotland and then to other parts of Britain. Ask your pupils to name languages which are spoken outside of the country where they came from. For example: • Spanish originally came from Spain, but is also one of the main languages of . • Portuguese is spoken in Portugal, but also in Brazil and Mozambique. • French is the language of France, but it is also spoken in Senegal, Ivory Coast and Canada.

Ask them: how do languages spread? Discuss how powerful countries colonised different territories and explain how they brought their language and culture with them.

16 Activity Four Religious Missions and Evangelisation

Ask the class: what religions have they heard of Suggested Learning Intentions other than Christianity? Divide the class into groups and assign a different religion to each group. Then, ask each group to find out ten facts about their group’s religion and report back to the class. We are learning: • about the work of a missionary; and As a homework activity, pupils could ask their • that religions hold different beliefs and worship in parents or grandparents about their experiences different ways. of religion. They could follow up by writing a report for the school newspaper on how their family’s experiences are different from those of pupils today.

Suggested Learning and Teaching Activities Useful Links • www.primaryresources.co.uk Colm Cille’s mission was to convert the Picts of (search for ‘Mother Teresa’) Scotland to Christianity. Discuss what a missionary • www.tes.com/teaching-resources does. Ask your pupils the following questions: • www.bbc.co.uk/history/historic_figures • Do all religions have missionaries? (click on ‘David Livingstone’) • Does a missionary have to travel abroad? • www.primaryfacts.com • Are street preachers missionaries? • www.ccea.org.uk • What challenges would a missionary face in his or (Saint Patrick thematic unit) her work? • www.ccea.org.uk (World Religions other than Christianity) You could invite a missionary to the class to discuss • www.bbc.co.uk/northernireland/saintpatrick his or her work and pupils could interview them.

Alternatively, ask pupils to form groups and find out information about a famous missionary, such as Saint Patrick, Mother Teresa or David Livingstone. They could present their findings in a poster, using pictures and text and then present their posters to the class.

17 Activity Five Speaking More Than One Language

Introduce the word bilingual to pupils. Do they know Suggested Learning Intentions what it means? Ask them to research the advantages of being bilingual, using the suggested links below to help them. Then ask them to produce a mind map with all the benefits they have discovered (perhaps We are learning: with a drawing of a brain in the middle). If there are • about the importance of language; any pupils in the class who are bilingual, ask them to • the meaning of the term bilingual; and share their experience with the class. • the advantages of being bilingual. Ask pupils to experiment with translation services like www.translate.google.co.uk, translating sentences and phrases from English to another Suggested Learning and language (such as Irish). What results do they get? If there is a native speaker available in the class, Teaching Activities compare Google’s translation with theirs. How would they say it? Explain to pupils the disadvantages of The monks who travelled Europe to spread machine translation, and make them aware that Christianity spoke and Greek as well as Gaelic. the language produced is not always grammatically This helped them to teach the people of Europe in a perfect, or how a bilingual person would speak. language that everyone understood.

Ask your pupils to think about the different ways people communicate. What ways can they think of? Useful Links Give them some examples to start them off. • www.youtube.com/watch?v=MMmOLN5zBLY For example: • www.youtube.com/watch?v=yyBrO2bsLfg • spoken words • www.brainfacts.org • songs (search for ‘The bilingual brain’) • body language • www.bbc.co.uk/news/world-35170392 • sign language • www.kars4kids.org/blog/ • text-speak (search for ‘bilingual’) • emoticons. • www.ccea.org.uk (Ulster-Scots for Primary Schools – Language and Literacy) Use Action Words: Pupil Resource from the Ulster- Scots primary resource (see Useful Links opposite) to play charades in teams. Pupils have to act out the Ulster-Scots word in class and the other team must try to guess what it is.

18 UNIT

Two Lands – Many Languages 04

19 Activity One Invasions

Ask pupils to work in groups within a time limit to Suggested Learning Intentions note their ideas on their sheet. After the allocated time, ask pupils to rotate to the next sheet, read the responses of the previous group and add their own thoughts or comments. Continue the carousel (if We are learning: time allows) to allow each group to respond to all • why one country may invade another; the questions. • about well-known invasions in different countries; and • the skills and strategies used by successful Extension Activity invaders.

Allow your pupils to play an invasion game, so that Suggested Learning and they get an idea of invasion strategies. For example, Teaching Activities they could play the board game Risk, play Battleships in pairs using pen and paper, or play Battleships or Risk online in groups, using the links below. Ireland and Britain were both invaded by the . Discuss the meaning of the term invasion. Pupils should understand that it is an aggressive act which occurs when an army or country uses force to enter Useful Links and control another country, against the will of the people. Ask them if they know of any other invasions • www.conquerclub.com which have taken place, such as the Iraqi invasion of • www.majorcommand.com Kuwait or Germany’s invasion of Poland.

Create groups and explain to pupils that they are going to explore the idea of invasions and their links to modern competitive games. To do this, brainstorm what pupils already know by using Active Learning and Teaching Method: Carousel. Give each group a large sheet of paper, with one of the following questions on each sheet: • Why would a country want to invade another country? • What might make it easy or difficult to invade an area? • What games do you play that use invasion skills (such as attack, defence or guarding territory)? • What skills do you need to play invasion games? Are they the same as invasion skills in war?

20 Activity Two Viking Runes

Suggested Learning Intentions Useful Links • www.vikingrune.com/rune-converter • www.nordicrunes.info/runeconverter.php We are learning: • about the Viking runic alphabet; • how to recognise and read the runic alphabet; and • about Viking weapons.

Suggested Learning and Teaching Activities

Ask your pupils to read the section about Viking runes in Unit 4 of the pupil booklet. Hand out photocopies of Resource 11: The Runic alphabet and Resource 12: Rune puzzles. Pupils should fill in the blanks in the Resource 12 worksheet, using the Runic alphabet to help them. Then let them try creating their own messages in runes, using an online rune converter (see Useful Links).

Allow pupils to design and make their own Viking weapon or armour (for example a sword, shield, spear or helmet) using suitable materials such as card, wood or papier mâché. Have them think of a suitable motto which they can write or paint on their weapon, using the runic alphabet. For example, they might want to include the word ‘power’ or ‘courage’, or they might want to give their weapon a heroic name like ‘Biter’, just as the Vikings would have done. Display the weapons in a dedicated part of the classroom.

Ask pupils to dress up as Vikings and use a drama technique such as the Active Learning and Teaching Method: Freeze Frame to enact a Viking battle scene.

21 Activity Three The Battle of Clontarf

Suggested Learning Intentions Useful Links • www.dh.tcd.ie/clontarf/maps (click on ‘The Battle of Clontarf – battle map’) We are learning: • www.h2g2.com (search for ‘Brian Boru’) • to identify and Clontarf on a map of Ireland; and • www.vikingage.mic.ul.ie (click ‘Resources for Schools’, then ‘Brian Boru’) • how Vikings fought against each other at the Battle of Clontarf.

Suggested Learning and Teaching Activities

Prior to any discussion have the pupils identify Dublin on a map of Ireland. Then, use the Battle of Clontarf interactive map in the Useful Links section to explore the battle scene and set the context for where this battle took place.

Read the section about the Battle of Clontarf in Unit 3 of the pupil booklet. Then discuss the issues that might arise from fighting fellow countrymen. Some of the Vikings could possibly be fighting against family or friends they had known when in .

Ask the pupils to write a letter home as a Viking warrior, telling their family about the battle. You could also ask them to draw pictures of the battle scenes or warriors in the Battle of Clontarf. Alternatively, they could write a letter as one of Brian Boru’s soldiers describing the Vikings and the battle.

22 Activity Four Slang

Suggested Learning Intentions

We are learning: • to identify what slang is; • when it is acceptable to use it; and • to recognise and give meanings for slang used in our own region.

Suggested Learning and Teaching Activities

Just as different dialects of Gaelic were spoken, dialects of English have also developed in different parts of the world, each bringing some of their own unique words and phrases to the language.

Give the pupils a copy of Resource 13: Slang worksheet. Ask them to translate the slang words and phrases into correct English.

Then ask your pupils to give their own examples of slang words or phrases they would use at home or with their friends but that they would not use at school. This could lead to a discussion about informal and informal language and situations where slang is acceptable.

Do they commonly use any slang or language that their parents wouldn’t use, like text-speak or emoticons? Prompt them for examples.

Make a wall display of different local slang words or phrases or ask pupils to produce a short slang dictionary (with illustrations if possible).

23 Activity Five The Provinces and Counties of Ireland

Discuss Ulster with your pupils. Why do some say Suggested Learning Intentions there are only six counties in Ulster and others nine? Why is it this way in politics but not in sport?

Ask pupils to form four groups. Each group can We are learning: research a particular province, and a county of • that the island of Ireland is divided up into four interest in that province. Ask them to make a poster provinces; or wall display with the information they have • which counties are in each province; and discovered. • to explore how other countries divide land into Look at how other countries divide their land. For different territories. example, the is divided into 50 states and is divided into different counties. Discuss this with your pupils. Suggested Learning and Teaching Activities Useful Links Give the pupils copies of Resource 14: Map of the • www.ireland.com provinces and counties of Ireland. Alternatively, you • www.flags.net/IREL01.htm can display this map on the interactive whiteboard. See which provinces they can identify without help. • www.askaboutireland.ie/learning-zone Some of the pupils may be involved in sports which (search for ‘Counties of Ireland game’) are organised at a provincial level such as GAA or • www.irishcentral.com rugby. Make reference to this. (search for ‘Four provinces’)

Do the same with the counties. See which ones your pupils can identify. Let them research the names of the rest of the provinces and counties and record them on the map. Ask them: • What are the biggest and smallest provinces? • What are the biggest and smallest counties?

Pupils can then research (and draw on their maps) the four provincial flags or crests.

24 UNIT

The Battle of Kinsale and the 05

25 Activity One Famous Battles

As a follow-up, pupils can write a newspaper Suggested Learning Intentions reporting on their chosen battle. Alternatively, they can write a first-person account of the battle where they imagine themselves to be a soldier on the front line.

We are learning: Ask your pupils: what gives an army or group the • how important the Battle of Kinsale was to Irish advantage in a battle? (For example, they might history; and mention the number of soldiers or the weapons • about famous battles which have changed the available to them). Write all their answers on a course of history. flip chart sheet. Then use the Active Learning and Teaching Method: Dot Voting to decide which factors are most important. Give each pupil three sticky dots (or different coloured markers) and ask them to put Suggested Learning and a dot beside the three factors on the list that they Teaching Activities consider to be most important.

Read the section in Unit 5 of the pupil booklet which describes the Battle of Kinsale and the Plantation of Useful Links Ulster. Ask pupils: why was this battle so important? • www.ccea.org.uk Why did King James I want settlers from England (Ulster-Scots for Primary Schools) and Scotland to come to Ulster? • www.askaboutireland.ie/learning-zone/ Explore the Plantation in more detail, using the CCEA primary-students resources highlighted in the Useful Links section. (search for ‘The Battle of Kinsale’) Ask your pupils to read the What?, When? and Why? sections in the resource booklet The Plantation of Ulster and Ulster-Scots: What’s it all about?

Ask pupils to form groups, and ask each group to research information about a battle which changed the course of history. For example, they might research the Battle of The Somme, the Battle of Hastings, the Battle of Stalingrad or the Battle of Saratoga. Each group should create a poster with their key findings. Information could include facts such as: • when and where the battle took place; • who was fighting; • why they were fighting; • what happened in the battle; and • what happened after the battle (and how it changed history, if known). 26 Activity Two Suppressing or Preserving a Language

Because people spoke less Irish after the Plantation, Suggested Learning Intentions the language eventually became endangered. Introduce the phrase endangered language to the class. Do they know what it means? Watch the video Introducing the Endangered Languages project We are learning: with your pupils. Can they name any endangered • why King James tried to suppress the Irish languages? language; • why some rulers want to prevent a language from Introduce pupils to four Celtic languages that are growing; endangered: Irish, , Breton and Welsh. Divide the class into groups and assign one • to discuss different steps rulers might take to language to each group. Ask each group to research prevent a language from growing; their chosen language and find out how many people • the meaning of the term endangered language; speak it, and where it is spoken. (You could even ask • information about endangered Celtic languages; them to find out common greetings in their target and language, if time allows.) Ask each group to imagine • how endangered languages can be preserved or that they have been asked to promote the language promoted. and make it more widely spoken. What ideas do they have to make their language more popular? Have each group present their ideas on a poster or in a short presentation. Suggested Learning and Teaching Activities Useful Links Read the section in Unit 5 of the pupil booklet, which • www.youtube.com/watch?v=Bn2QbwcjmOI&t=12 discusses King James’s plans to make English the dominant language in Ulster. Discuss this section • www.endangeredlanguages.com with your pupils and ask them: why might King • www.scotsman.com James want English to be the main language? • www.omniglot.com/writing/breton.htm • www.visitwales.com/explore/traditions-history/ In groups, have pupils discuss what they would have welsh-language to do to stop the growth of a language today. Begin by discussing different types of language, such as written and spoken forms, and where people use these types of language. What would schools have to do to stop the growth of a language? What would politicians have to do? What would the media have to do? They could imagine they are an adviser to a modern day king and describe the steps they would take to prevent the growth of a language.

27 Activity Three Gaeltacht Areas

Then ask pupils to identify the main areas of Suggested Learning Intentions Scotland where people speak Scottish Gaelic, using Resource 16: Map of Scotland and the links below. Where is Scottish Gaelic spoken most? Can pupils think of any reasons why the language is strongest in We are learning: these areas? • that people once spoke Irish everywhere on the island of Ireland, including Ulster; • to identify parts of Ireland where people speak Extension Activity Irish as their first language; and • to identify parts of Scotland where people speak Scottish Gaelic as their first language. Give your pupils printed copies of Resource 17: crossword. Ask them to find the answers (in Irish) to this crossword, using the Irish language Suggested Learning and online links listed below. They will have to explore Teaching Activities the resources to find the crossword answers in Irish. (Answers on page 68). Read the final section of Unit 5 in the pupil booklet, which describes how Ulster had the most Gaelic Useful Links speakers in the seventeenth and eighteenth Gaeltacht videos (YouTube) centuries. Explain that this was the case regardless • www.youtube.com/watch?v=liYWT7Ip0J4 of religion. Ask the pupils if they know anyone who • www.youtube.com/watch?v=9U0v9LHgyRY&t=4s speaks Irish or if they know of any places where people speak Irish as a first language. • www.youtube.com/watch?v=os5MA6jA2wc • www.youtube.com/watch?v=kUpGvWgKyTg Introduce the term Gaeltacht to pupils. Watch the • www.youtube.com/watch?v=04pt741fxKw introductory video What is the Gaeltacht? in the Useful Links section. You could also watch some of Maps and information the other Gaeltacht videos listed in this section. • www.udaras.ie/en Have the pupils research Gaeltacht areas in Ireland, (click on ‘An Ghaeilge & an Ghaeltacht’) using the Maps and Information links. Then ask • www.undiscoveredscotland.co.uk/usscotfax the class to identify specific Gaeltacht areas on a (click ‘Scottish Gaelic’) map, using Resource 15: Map of Ireland. Ask pupils: • Are all Gaeltacht areas in the Republic of Ireland, Irish language resources or do any exist in Northern Ireland? • Why do you think the main Gaeltacht areas are in • www.ccea.org.uk the west of Ireland? (For example, the east coast • www.ccea.org.uk of Ireland is closer to England and Dublin is more (Primary Irish and Aspects of Shared Cultural built up than the west). Heritage)

28 UNIT

Place Names 06

29 Activity One Gaelic Place Names in Ireland

Suggested Learning Intentions Useful Links • www.logainm.ie/en • www.dochara.com/ireland/the-irish/place- We are learning: names • about the history of Irish place names; and • www.ukwebindex.co.uk/townandvillage/ • what these place names mean. Northern-Ireland

Suggested Learning and Teaching Activities

Read Unit 6 of the pupil booklet on the Gaelic origin of place names in Ireland. Ask your pupils if they can think of any local place names that come from Irish words. For example, where is the word ‘Cill’ used in place names other than Shankill?

Display Resource 18: Map of Gaelic place names in Ulster showing town and city names on the whiteboard. Ask the pupils to find more examples of place names that have Gaelic origins.

Print out Resource 19: Irish and cut up the cards. Divide the class into four groups and give each group six cards. Explain that each card has a word in Irish and the related spelling in English. Ask them to find out: • the meaning of the Irish word (in italics) on the card; and • examples of place names that come from the English spelling of these words.

Pupils can find out the answers by using the online resources in Useful Links. Give them a time limit and then check the groups’ work. The winning group is the one that has discovered the most place names for their cards when the time is up.

30 Activity Two Local Place Names

Suggested Learning Intentions

We are learning: • the origin and meanings of the place names around us; and • to discover information about our local area.

Suggested Learning and Teaching Activities

Ask the pupils to look up place names of villages, towns or cities near them and draw a simple map of their local area, labelling it with the place names and their meanings. Alternatively, pupils could label a bigger map of the area on a wall display in the classroom, having done their research.

Explain that many place names in their area were originally Gaelic, but may have changed over the years. For example, Belfast was originally Béal Feirste, and the word Doire was the original name for Derry/ Londonderry.

31 Activity Three The Meanings behind Place Names

Suggested Learning Intentions

We are learning: • to understand the elements of Irish place names; and • about the meanings of common elements of Irish place names.

Suggested Learning and Teaching Activities

Divide the class into groups to research geographical features mentioned in Gaelic place names. For example, one group could research Béal/Bel, another Cnoc/Knock and another could research Carraig/ Carrick. (Use the Gaelic place name elements in Unit 6 of the pupil booklet for this exercise.) Ask each group to search for the following: • Find a city, town or village in Ireland that is based on this Gaelic word. • How common is this word in Irish placenames? • What does it mean? • Find out information about the history of your chosen place and (if the information is available) how it got its name. (For example, if researching Béal Feirste/Belfast, pupils could find out about the Farset river, where it leads, what it was used for and any history associated with it.) • Ask pupils to make a collage or wall display of the information they have discovered (incorporating text, images and illustrations).

Pupils could also complete the same activity for place names in Scotland.

32 ThomsonMcTavish KellyWilsonCampbellUNIT McKeownMcNeill JohnsonPersonal Names 07

MacDonald 33 Activity One What Does My Name Mean?

Suggested Learning Intentions Useful Links • www.behindthename.com • www.surnames.behindthename.com We are learning: • www.surnamedb.com • about personal names from Ireland, Scotland and • www.dochara.com beyond; and (search for ‘Irish surnames’) • what our names mean and where they come from. • www.tagxedo.com

Suggested Learning and Teaching Activities

Introduce your pupils to the idea of personal names – both first names and surnames (family names). Ask your pupils if they know where their own name is from and if it has a particular meaning.

Let them use relevant websites such as www.behindthename.com and www.surnamedb.com to search for the meanings behind their names.

You could pay particular attention to two elements: • names which are of obvious Irish, Scottish or Gaelic origin such as Kevin, Calum and Siobhán, or O’Neill, McDonald and Campbell; and • names of ‘newcomer’ children and the fact that their names come from much further away.

All children’s names will, of course, be equally valued. Make a classroom display of all the various names and surnames and where they originate from. Alternatively, ask your students to create a word cloud of all their names and print it out, using the relevant word cloud see Useful Links.

34 Activity Two Names in Our Community

Suggested Learning Intentions

We are learning: • to investigate the personal names of the entire school; and • about the many different origins of names in the school.

Suggested Learning and Teaching Activities

Ask the pupils to carry out a survey of all the first names and family names in their year group or school.

Find out the five most common names in each category. Then ask pupils to compare the five most common surnames to the top five in the pupil booklet.

Ask your pupils to discover which countries the various surnames come from and label a large map of the world or Europe accordingly. Title the map ‘Where are our names from?’. Have pupils create labels or flags to add to the map with a surname, the name’s country of origin and the word for hello in the language of the featured country.

35 Activity Three Family Crest

Suggested Learning Intentions

We are learning: • to understand the idea of a family crest or motto; • to research family crests; and • to create our own crest.

Suggested Learning and Teaching Activities

Ask the pupils if they have a family crest. If so, ask them to share it with the rest of the class.

Have an art and literacy activity where each pupil designs their own personal crest using Resource 20: Family crest. Go online to look at examples of family or clan crests, using relevant websites such as www.irishsurnames.com or www.scotclans.com. Explain that their personal crests should reflect their personality, talents or interests. The crests could also include an optional personal motto.

Display the crests that the pupils have created (or their actual crests, if they have an official family one) in the classroom in a designated area.

36 Cowp means Oxter means ‘armpit’ ‘to fall over’

Dander means ‘walk’

Wee means UNIT

‘small’ or ‘little’ Sleekit means ‘sly’ or ‘crafty’

Thon means ‘that’

The 21st Century – Which Languages Do We Speak? 08

37 Activity One Good Reasons to Speak Irish and Ulster-Scots

Ask your pupils if any of them speak more than Suggested Learning Intentions one language. If any newcomer children are in the class, you could ask them to share their experiences and even teach some of their language to the rest of the class. If not, ask pupils to explore some of We are learning: the language learning resources listed in the • about the languages that people speak in Ulster Useful Links section. Ask them to look for some other than English; and (or all) of the following words and phrases in their • about the advantages of speaking more than one chosen foreign language: language. • the numbers 1–10 • greetings • please and thank you Suggested Learning and • asking for things Teaching Activities • food and drink • colours Talk to your pupils about bilingualism. Discuss the • hobbies. countries of Europe and the different languages that people speak there. Once pupils have researched their foreign phrases, they can make a short phrasebook (with images) Emphasise the fact that many people in Europe for a tourist to use when going on holiday. Can they speak more than one language well. A good example pronounce any of the words? Let them try saying is Switzerland, where four languages co-exist in some of the words and phrases aloud in class. harmony. Another good example is the Netherlands, where almost everyone speaks English as well as Dutch. In the Netherlands, 94 percent of Dutch Useful Links people speak at least two languages, and more than • www.expatica.com/nl half of the population also speak German. Most (click ’30 interesting facts about the Dutch people learn languages at school and through Netherlands’) conversation. • www.ccea.org.uk (Primary Irish and Aspects of Shared Cultural Have pupils get into small groups of four to six. Then Heritage) use the Active Learning and Teaching Method: Ideas Funnel to generate opinions about language learning. • www.talkirish.com Ask the pupils: ‘Why is it a good idea to speak more • www.bbc.co.uk/teach/school-radio/modern- than one language?’ Give each group a large sheet foreign-languages-ks2-french-spanish-index/ of paper and ask them to note down all their ideas zhcm92p on the top half of the paper. Groups should then • www.bbc.co.uk/bitesize/subjects/ prioritise their ideas and write their three most • www.duolingo.com important ideas on the bottom half of the paper. Ask a representative from each group to present their • www.busuu.com three priorities to the class. • www.memrise.com

38 Activity Two The Death and Life of Languages

Suggested Learning Intentions

We are learning: • to investigate how and why languages die out; and • about languages that almost died out but have been revived.

Suggested Learning and Teaching Activities

Ask the pupils to think about how they would feel if they returned to the country they grew up in, only to find that people were using a different language.

Divide the class into groups and ask them to think about the following question: ‘How would you go about reviving your own language?’

To guide them, ask the pupils to consider how they would revive the language: • in schools; • using mass media (such as television, radio and the Internet); and • using new technologies (such as apps, games or virtual reality devices).

Then ask each group to give a presentation to the rest of the class outlining their plan. They can display their presentation on a poster, or use PowerPoint or other presentation software to present their ideas to the class.

Discuss languages that have almost died out but have been revived, such as Manx, Hebrew or Irish. Can pupils think of any other languages that almost died out?

39 Activity Three Do We All Speak Ulster-Scots?

Support your pupils to make an audio recording of Suggested Learning Intentions these Ulster-Scots words. Get the class to act out a well-known story such as Cinderella or a nativity scene using Ulster-Scots words or pronunciation.

We are learning: • that people speak Ulster-Scots in Northern Useful Links Ireland; and • www.rewardinglearning.org.uk/ulster_scots • that we know many Ulster-Scots words.

Suggested Learning and Teaching Activities

Make a display of Ulster-Scots words in the classroom.

You can source these from the pupils themselves. Alternatively, as a homework activity you can ask them to talk to family members about the words in the pupil booklet. This may prompt family members to recall other words which may either still be in use or have recently fallen out of use.

You can also find Ulster-Scots words and phrases in the CCEA resources The Plantation of Ulster and Ulster-Scots and Learning About US: Teaching and Learning Resources for Ulster-Scots Language, Culture and Heritage. Visit www.ccea.org.uk and search for ‘Ulster-Scots’. You can find other relevant Ulster-Scots online resources in the Useful Links section.

40 Activity Four Ulster-Scots: Language and Song

through other references or clues. A useful resource Suggested Learning Intentions for this activity could be Our Wee Scuil: Ulster-Scots Songs for Weans from the Ulster Scots Agency. Have a look at one of the songs, practise saying the words in the songs and discussing their meaning. Discuss We are learning: their similarities and differences to other languages. • that there are differences in how people speak a Listen to the songs and sing along. language depending on the region in which they live; Use CCEA Ulster-Scots resources such as Action • to identify and use key Ulster-Scots vocabulary; Words, Descriptive Words, Pairts o the Boadie or A Wheen o Nummers (links below) to learn key Ulster • to understand that music and song are a Scots words. Pupils can practise listen to and significant part of learning a language and cultural practise the words and then compete with each other heritage; and in remembering them using the online quizzes. Once • to appreciate Ulster-Scots songs as part of they have a good grasp of the key words, invite them heritage. to create Ulster-Scots versions of popular nursery rhymes such as Head, Shoulders, Knees and Toes or Ten Green Bottles. Following this, see if they can create their own rhymes to reinforce learning such Suggested Learning and as a song to learn the multiplication tables in Ulster- Teaching Activities Scots or a song or a rap to help them remember different items of clothing or how to describe the Using Think, Pair, Share, ask pupils to discuss how weather. Allow pupils to perform their rhymes/songs rhymes and songs can be useful in learning a for the class and record if they wish. language. It may be helpful to recollect memories of their early years at school when they may have used many rhymes in literacy lessons. What kinds of Useful Links words were used in the songs/rhymes? Were certain • www.ulsterscotsagency.com/weans/library/ words used more than once? What were some other songs.html features of the songs/rhymes? e.g., tune, repetition. • www.ccea.org.uk How were these helpful? (Ulster-Scots for Primary Schools – Language and Literacy) Discuss the idea of language and dialect and ask • www.ccea.org.uk pupils for examples of how the use of language can (Ulster-Scots for Primary Schools – change depending on where we live. For example, Mathematics and Numeracy) people speak with regional accents and use words which are unique to the place they come from. • www.ccea.org.uk Revisiting Unit 4, Activity 4, ask pupils for examples (Ulster-Scots for Primary Schools – of words they use that may not be used in other The World Around Us) regions. Ask if they can think of any rhymes or songs which they can identify as being related to a particular area either through its vocabulary or

41 42 Resources

43 43 Resource 1 Europe during the Roman Empire (also available as an Interactive Whiteboard Slide) Syria Aegyptus Macedonia

Italia um n r e t n I

e

r Germania a

M Gallia Britannia Caledonia

400BC

Hibernia 200BC Hispania 117AD Mauretania

44 Resource 2 Blank map of modern Europe (also available as an Interactive Whiteboard Slide)

45 Resource 3 Walls around the world (Interactive Whiteboard Slides)

Resource 3: Walls around the world Resource 3: Walls around the world

The Great Wall The Berlin Wall of China The Berlin Wall used to separate the This is the world’s longest wall, at East side of Berlin from the West. After over 13,000 miles long. Parts of it are World War 2, France, Great Britain and over 2,300 years old. It was built over America controlled West Germany, different periods (from 300 BC to the while Russia controlled East Germany. 17th century AD) to defend ancient Berlin was also split into different Chinese kingdoms. Most of it was built areas, and the Berlin Wall was meant between the 14th and 17th centuries. to stop East Germans from entering It is now a UNESCO world heritage West Germany. The wall border was site, which means it has special opened in November 1989 and protection from the United the Berlin Wall was demolished Nations. It is visited by up to shortly afterwards, although 70,000 tourists a day. parts of it still stand today.

Resource 3: Walls around the world Resource 3: Walls around the world

The Israeli The Walls of West Bank barrier Constantinople

The Israeli government built the West The Walls of Constantinople in Turkey Bank barrier in 2002 between Israel were first built by Constantine the and the West Bank. It is 440 miles long. Great, then rebuilt by Theodosius II in The Israelis see it as a wall to protect the fifth century AD, when the Roman against terrorism, although Palestinians Empire stretched to the east of Europe. are opposed to it as it restricts their They were a series of defensive movement. It is partly concrete stone walls built to protect the city wall and part fence, with massive of Constantinople from attack by watchtowers. It cost 2 million land or sea. They protected the pounds per kilometre to build. city from sieges by the Avars, Arabs and Bulgars during the Byzantine empire. Parts of the walls can still be seen today and Constantinople is now called Istanbul.

Resource 3: Walls around the world Resource 3: Walls around the world

The Walls of Derry/ Peace walls in Londonderry Northern Ireland

Derry/Londonderry is the last The peace walls (or peace lines) completely walled city in Ireland. The in Northern Ireland were built to walls were built between 1613 and separate Catholic and Protestant 1618 as part of the Plantation of Ulster. neighbourhoods, to reduce the They were built to protect 17th century possibility of fighting between settlers who came from England and communities. The first peace walls Scotland. They are about 1.5 km long, were built in 1969 at the start of ‘the and visitors can walk along them Troubles’. Most of them can be around the whole city. They vary in found in Belfast, and the biggest width, measuring between 12 and and longest one separates the 35 feet wide at different points. Shankill and Falls Road. There are now 109 peace walls in Northern Ireland. One barrier on the Crumlin Road was demolished in February 2016.

46 Resource 4 An Ogham stone

47 Resource 5 The Ogham alphabet

a o u e i

b l f s n

h d t c q

m g ng z r

48 Resource 6 Ancient alphabets (Interactive Whiteboard Slides)

Resource 6: Ancient Alphabets Resource 6: Ancient Alphabets

Phoenician Alphabet Chinese Characters

Resource 6: Ancient Alphabets Resource 6: Ancient Alphabets

Egyptian Greek Hieroglyphs Alphabet

49 Resource 7 Celtic region matching cards

Ireland Cornwall English name of region English name of region

Wales Isle of Man English name of region English name of region

Scotland Brittany English name of region English name of region

Éire Kernow Celtic name of region Celtic name of region

Cymru Ellan Vannin Celtic name of region Celtic name of region

50 Alba Breizh Celtic name of region Celtic name of region

Gaeilge Kernowek Language Language

Cymraeg Gaelg Language Language

Gáidhlig Brezhoneg Language Language

51 Resource 8 Coastal cities and towns, Ireland and UK (also available as an Interactive Whiteboard Slide)

52 Resource 9 Coastal cities around the world (also available as an Interactive Whiteboard Slide)

53 Resource 10 Monarchy or Republic?

Brazil Canada

China Cuba

Egypt France

Guyana India

Japan Lesotho

54 Saudi Arabia South Africa

Spain Swaziland

Sweden Tonga

55 Resource 11 The Runic alphabet

f u p a

r k h n

i a s t

b l m y

56 Resource 12 Rune puzzles Can you work out the words hidden in the runes?

1. Part of a sailing ship:

2. You could use this to catch a mouse:

3. What’s left when you cut down a tree:

4. A person who makes things from metal:

5. The school you attend age 5–11:

6. Don’t ______you might miss it!:

57 Resource 13 Slang worksheet Put these ‘Norn Iron’ slang sentences into correct English.

1. Wind yer neck in!

2. My motor is banjaxed.

3. C’mon out for a wee dander wi’ us sure.

4. The craic was ninety!

5. Gie us a juke at it.

6. That’s pure wick, so it is.

7. Here’s me, ‘Wha? Catch yerself on!’

8. I’m fair scundered, so I am.

9. Thon gutties are boggin!

10. Bout ye, big lad?

58 Resource 14 Map of the provinces and counties of Ireland

59 Resource 15 Map of Ireland

60 Resource 16 Map of Scotland

61 Resource 17 Irish language crossword Find the Irish words using the clues below.

12 3

4

5

6

7

89

10

Across Down 1. red 2. art 4. please 3. Gaelic football 6. thank you 5. grey 7. purple 6. blue 8. dancing 7. music 10. reading 9. football

62 Resource 18 Map of Gaelic place names in Ulster (Interactive Whiteboard Slide)

Loughguile Ballykelly Derry/Londonderry

Carrickfergus Templepatrick

Belfast Lorem ipsum

Enniskillen Banbridge

Lisnaskea MullaghbawnLorem ipsum

'JÌ@H DËLNH

63 Resource 19 Irish place name origins

ard baile ard bally

bun carn bun carn

cluain cúl clon cul

druim/droim garbh drum/drom garv

leitir liath letter lea

64 mór móna more mona/money

ráth ros rath/rah ros/rush

tír trá tir/tyr tra

bán domhnach bane/bawn dona(gh)

ceann gleann kin/ken glen

65 maigh muileann magh/may/moy mullin

sliabh tulach slieve tully/tullagh

66 Resource 20 Family crest

67 Acknowledgements

Page 1: draco77 / iStock Collection / Thinkstock Page 7: PeterHermesFurian / iStock Collection / Thinkstock Page 19: Ivan_Mogilevchik / iStock Collection / Thinkstock Page 25: Photos.com / Thinkstock Page 45: PeterHermesFurian / iStock Collection / Thinkstock (Europe) Page 46: Hung_Chung_Chih / iStock Collection / Thinkstock (top left) rglinsky / iStock Collection / Thinkstock (middle left) heckepics / iStock Editorial / Thinkstock (bottom left) Domijan / iStock Collection / Thinkstock (top right) Evrenkalinbacak / iStock Collection / Thinkstock (middle right) ericcrama / iStock Collection / Thinkstock (bottom right) Page 48: Sidhe / Shutterstock.com Page 49: Adobest / iStock Collection / Thinkstock (top left) Hibrida13 / iStock Collection / Thinkstock (bottom left) Vertyr / Shutterstock.com (top right) Georgios Kollidas / Hemera Collection / Thinkstock (bottom right) Pages 56 and 57: Adobest / iStock Collection / Thinkstock

Answers to Resource 17: Irish language crossword Across: 1. dearg, 4. le do thoil, 6. go raibh maith agat, 7. corcra, 8. damhsa, 10. léamh Down: 2. ealaín, 3. peil ghaelach, 5. liath, 6. gorm, 7. ceol, 9. sacar

CCEA accepts no responsibility or liability for any material supplied by or contained in any of the linked websites and does not necessarily endorse the views expressed within them. We cannot guarantee that these links will work all of the time, and we have no control over accountability of the linked pages.

68 THE MIXTURE THAT MAKES ULSTER How different peoples influenced the way we speak Teacher Guide and Resource Booklet

Glencolumbkille

An Mhainistir Liath