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The Great Irish Famine. 2Nd Edition. INSTITUTION Irish Famine Curriculum Committee and Education Fund, Inc., Morristown, NJ

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The Great Irish Famine. 2Nd Edition. INSTITUTION Irish Famine Curriculum Committee and Education Fund, Inc., Morristown, NJ DOCUMENT RESUME ED 439 056 SO 031 356 AUTHOR Mullin, James TITLE The Great Irish Famine. 2nd Edition. INSTITUTION Irish Famine Curriculum Committee and Education Fund, Inc., Morristown, NJ. PUB DATE 1999-00-00 NOTE 119p.;-For-the first edition, see ED 429 885. AVAILABLE FROM Irish Famine Curriculum Committee and Education Fund, Inc., 757 Paddock Path, Moorestown, NJ 08057 ($20 including postage/handling). Tel: 609-727-4255; Fax: 609-866-9538; e-mail: [email protected]. PUB TYPE Guides Classroom Teacher (052) Historical Materials (060) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Area Studies; *Colonialism; *European History; *Food; Foreign Countries; *Political Issues; Secondary Education; *Social Problems; Social Studies IDENTIFIERS English History; *Famine; Great Britain; Ireland; Nineteenth Century History ABSTRACT Between 1845 and 1850, more than a million Irish starved to death while massive quantities of food were being exported from their country. A half million were evicted from their homes during the potato blight. A million and a half emigrated to the United States, Britain, and Australia, often on board rotting, overcrowded "coffin ships." This is the story of how that immense tragedy came to pass. The necessary historical and political context for a study of the Irish Famine is provided in the teacher's synopsis. Following the synopsis is a student summary that provides an historical overview and concludes with seven questions. Six lessons follow the student summary:(1) Laws;(2) Racism;(3) Eviction;(4) Mortality; (5) Emigration; and (6) Genocide. A synopsis gives an overview of the relevant Irish and English history and contains 47 footnotes and a 15-item bibliography. Each unit of study begins with a list of performance objectives, teaching/learning strategies and activities, and instructional materials/resources. (Contains 75 additional footnotes.) (BT) Reproductions supplied by EDRS are the best that can be made from the original document. The Great Irish Famine a ." PERMISSION TO REPRODUCE AND ; DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY ..--7-; - 7._ TO THE EDUCATIONAL RESOURCES Aif -/ 7----:-,- INFORMATION CENTER (ERIC) 4 ,,/ 1 -1A. ....bilk'''. .--. , .....,...........---r. -77) ./r1 U.S. DEPARTMENT OF EDUCATION UficeofEducatimalFiesearchandimorovercent DUC NAL RESOURCES INFORMATIO CENTER (ERIC) This document has been reproduced as on,krreceived from the person or organization Approved by the New Jersey Commission on Holocaust Education originating it. September 10th, 1996, for inclusion in the Holocaust and Genocide oMinor changes have been made to curriculum at the secondary level. Revision approved 2/25/99. improve reproduction quality. Points of view or opinions staled in this document do not necessarily represent _ official OERI position or policy. ; BESTCOPYAVNIABLE 2 The Great Irish Famine r I I 1_ / --L. _ 41.?"."" /fry Approved by the New Jersey Commission on Holocaust Education on September 10th, 1996, for inclusion in the Holocaust and Genocide curriculum at the secondary level. Revision approved 2/25/99. 3 DEDICATION AND ACKNOWLEDGEMENTS This curriculum is dedicated to the millions of Irish who suffered and perished in the Great Starvation. It is also dedicated to those who escaped by emigration, and to the great Irish Diaspora worldwide. The Irish Famine Curriculum would not have been possible without the work of New Jersey Senator James E. McGreevey, Rutgers Economics Professor Jack Worrall, historian Dr. Christine Kinealy, teacher Jim Masker, and author Liz Curtis. We express our gratitude to Eoin McKiernan, Fr. Des Wilson, the late Dennis Clark, and the late Michael J. Kane, who have shown us their Faith by their Works. "Truth flourishes where the student's lamp has shown, and there alone..." - W.B. Yeats, 1921 TEACHER'S INTRODUCTION Between 1845 and 1850, more than a million Irish people starved to death while massive quantities of food were being exported from their country. A half million were evicted from their homes during the potato blight, and a million and a half emigrated to America, Britain and Australia, often on-board rotting, overcrowded "coffin ships". This is the story of how that immense tragedy came to pass. The necessary historical and political context for a study of the Irish Famine is provided to you in the Teacher and Student Summary, immediately following the Table of Contents. It would be very difficult for the student to understand any of the six study units that follow without first reading the Summary. If time constraints only permit the study of one or two sections of this curriculum, the Summary should be used first. Thank you for all your efforts to make this history come alive. Prepared by the Irish Famine Curriculum Committee, James Mullin, Chairman: 757 Paddock Path, Moorestown, NJ 08057 (609)727- 4255, FAX: (609)866-9538, email: [email protected] 1. 4 ABOUT THE CONTENTS These units follow the Teacher and Student Summary (pp.3-18): I. LAWS THAT ISOLATED AND IMPOVERISHED THE IRISH: This section shows how the Penal Laws, and the Statutes of Kilkenny, reduced the Irish to the status of disenfranchised non-persons in their own country, and it examines how "laissez faire" and repression of trade laws laid the groundwork for the Famine to take place. (pp19-32) II. RACISM: This section provides numerous exampleS and cartoon illustrations showing how the Irish, as well as Africans and others, were made into racist stereotypes. (pp.33-60) III. MASS EVICTION DURING FAMINE: This sections shows the extent to which eviction was employed during the Famine, the reasons why it was employed, and its devastating consequences for the suffering people. (pp.61-69) IV. MORTALITY RATES AND "THE HORROR": This sections shows death rates in relation to Ireland's population at the time of the Famine, and gives personal accounts of Famine scenes to help put a human face on the tragedy. (pp.70-79) V. EMIGRATION: DEPARTURE, CROSSING, AND ARRIVAL: This section describes the conditions faced by the famine-stricken people at disembarkation centers, on board "coffin ships" and at quarantine stations.(pp. 80-95) VI. GENOCIDE: This section gathers together several definitions of genocide, as well as statements made by historical figures and historians, and asks the students to relate facts, opinions and definitions. (pp. 96-105) VII. POETRY: This section features a selection of poetry inspired by the mass starvation in Ireland.(pp. 106-116) 2. 5 10 611 bilimiw/nar,,";111111111111111"7. I4v , . /74., N 44/1/ I! '114M 4) ims=1*--Y Ugg((FP,/ IISOMr! 1111;°' 4.11I 1 EARLY IRELAND Human habitation in Ireland dates from the mesolithic (middle stone age) period, approximately 7,000 years B.C. The people are assumed to have been hunter-gatherers and fishermen. They showed great reverence for the dead, and left behind stone tombs like Newgrange, outside Dublin. About 3,500 years B.C., in the neolithic, or late stone age, Irish farmers cleared land, used stone tools, planted crops and kept sheep and cattle. (1.) THE CELTS The Celts began arriving from Europe as early as the 6th century B.C. They brought with them the iron-age culture. Celtic Ireland was divided into 150 little kingdoms, and five provinces, four surviving to today: Ulster, Munster, Leinster & Connacht. The extended family was the social unit and there were no towns. The Irish Celts spoke the Irish language, believed in druidism, and obeyed the laws interpreted by early lawyers called brehons. (2.) ST. PATRICK & CHRISTIANITY In the 5th century A.D. Irish pirates raided Britain andcaptured a 16 year-old Roman citizen named Patrick. He was kept as a slave inIreland, and worked as a shepherd. Heeventually escaped and returned home. When he was studying in Gaul (now France) he had recurring dreams inwhich the children of Ireland appeared to him, asking him to return. He cameback to Ireland as a missionary, and by the time he died in 465all of Ireland was Christian. St. Patrick is also credited with bringing the Latin alphabet toIreland, and founding a great many monasteries. By the 8th century theIrish monks had made great technical advances in the craft of makingilluminated manuscripts. The best example is the Book of Kells, an 8th century copy of the New Testament. THE VIKINGS The monks also worked elaborate ornamentation in bronze,enamel and gold. (3.) Rumors of these treasures brought on invasions by fleetsof long boats carrying Danish Vikings. They deployed fortified settlements and built towns. In the year 841 they founded Dublin. (DubhLinn meaning Black Pool) THE NORMANS The first Normans from England and Wales landed inWexford, Ireland in 1169. They conquered the disunited Irish using armor,horses and fortified castles. The Normans brought with them thetradition of Common Law, based upon the personal ownership of property,in contrast with life under Irish Brehon Law where ownership was vested in theextended family or clan. However, the newcomers quickly adopted the Irishlanguage, married into Irish families, and "it was said of them thatthey became more Irish than the Irish themselves." (4.) 4. 7 STATUTES OF KILKENNY The English crown wished to preserve the racial purity and cultural separateness of the colonizers. They instituted the Statutes of Kilkenny. These decreed that the two races, Norman and Gaelic (Irish) should remain separate. Marriage between races was made a capital offense. The statutes explained: "Whereas at the conquest of the land of Ireland and for a long time after, the English of the said land used the English language...Now many English of the said land, forsaking the English language, fashion, mode of riding, laws and usages, live and govern themselves according to the manners, fashion and language of the Irish enemies..." (5.) The government responsible for the statutes was in control only in the area around Dublin, known as the English Pale. The effort to prevent assimilation to Irish ways led to the expression, "Beyond the Pale." THE REFORMATION In the 1530s England's King Henry began the process of breaking with the Catholic Church of Rome.
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