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THE MIXTURE THAT MAKES ULSTER How Different Peoples Influenced the Way We Speak Teacher Guide and Resource Booklet

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THE MIXTURE THAT MAKES ULSTER How Different Peoples Influenced the Way We Speak Teacher Guide and Resource Booklet THE MIXTURE THAT MAKES ULSTER 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 Europe 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 Ireland 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 Battle of Clontarf 22 Activity Four Slang 23 Activity Five The Provinces and Counties of Ireland 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 Gaeltacht Areas 28 Section 06 Activity One Gaelic Place Names in Ireland 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 Northern Ireland 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/wales/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 • Irish people 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.
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