2. Teaching Skills with Content Study Source A. What does the source tell you about the conflict in Northern Ireland?

3. A cartoonist’s view on the Northern Ireland conflict and the presence of the British Army. This cartoon appeared in the Daily Express, London, 12 September 1969. Source A

4. Interpreting Political Cartoon 1. Explain to pupils that political cartoon is usually drawn to reflect: ` what the cartoonist thinks of an issue or event ` his thinking through caricature and symbols 2. Ask pupils to describe what they see in the cartoon. Read the provenance Identify the objects, character, etc. used in the cartoon Identify symbol(s) used by the cartoonist

5. 3. Tell them to be systematic in their approach and jot down what they see. Possible answers: Catholic, Protestant, soldiers running to keep peace, Sign : Cage …., primitive men etc,... 4. Ask pupils the following questions: a. Which groups are fighting each other ? How do you know? b. Who do the soldiers represent? What is their role? How do you know? c. Why is the primitive tribe involved? Look at the caption? What does it mean?

6. What does the source tell you about the Northern Ireland conflict? The cartoonist is trying to show that one of the reasons for the conflict in Northern Ireland was religious differences. The Protestants/ Catholics are seen to be barbarous/wild (need to be caged and kept apart.) The cartoonist is trying to show that one of the reasons for the conflict in Northern Ireland was religious differences. The Protestants/ Catholics are seen to be barbarous/wild (need to be caged and kept apart.) 5. Present to pupils the following information:

7. Makes inferences Supports inferences with evidence from source and /or contextual knowledge MAKING INFERENCES Determine purpose of source (where possible) State to pupils that they have actually applied the skills of inference in the cartoon discussed.

8. Provide pupils examples of daily life where inference is made. Possible inference: In was raining either in Tampines or while he was travelling Supporting Detail: Jason’s car was wet by the time he reached Jurong West. Jason drove his car from Tampines to Jurong West. In Jurong West, you noticed that his car was wet.

9. Possible inference: It is raining outside. Supporting Detail : The umbrella is wet. Enter the class with a wet umbrella. (could be carried out when the class is enclosed or secluded) Ask pupils to look at the umbrella and guess the weather.

10. 6. Explain to pupils the part religion plays in the Northern Ireland conflict. 7. Discuss other reasons for the conflict The education system Employment Housing Voting Rights

11. In conclusion... Source B Study Source B. What does the source tell you about the Northern Ireland conflict? A cartoonist view of the future for the Northern Ireland conflict Let’s apply the skills you Let’s apply the skills you have used in interpreting Source A.

12. What can you see... Read the caption Identify the objects, character, etc. used in the cartoon Jigsaw puzzles, two hands putting the jigsaw puzzles together They are putting together a picture of dove representing. What does this mean? Identify symbol(s) used by the cartoonist Dove symbolises peace jigsaw represents... They are putting together a picture of dove

13. Interpreting Drawing The cartoonist is trying to show that achieving peace in Northern Ireland is not so easy. There are a lot of issues to be resolved as shown by the puzzle pieces. Until these pieces are put together, peace (represented by the dove) will be difficult.

14. Taking it One Step Further... 1. Get the pupils into groups of four. 2. Ask each group to discuss which of the following is the most important reason for the Northern Ireland conflict. Divided loyalties The Educational System Employment Housing Voting Rights

15. 3. Select two groups to present their arguments. 4. Inform pupils that what they have done in the above activity is the process they have to go through in answering the structured-essay question. 5. Ask pupils to answer the following question. This is to be done as homework.

16. 6. Show and discuss the SEQ lorms to the pupils. (also refer to AB 3A Exp pages 33-36 or AB 3B Nor pages 39-41) “ How important is the education system as a cause of the conflict between the Protestants and the Catholics in Northern Ireland? Explain your answer”(12 marks)

17. What you have learnt….. Causes of the conflict in Northern Ireland Analysis of the causes (SEQ) Skills of inference Interpreting political cartoons

19. Source AA statement by Sir Basil Brooke, a former Prime Minister of Northern Ireland, quoted in Liam De Paor, Divider Ulster, 1970 Thinking of the whole question … I recommend those people who are loyalists not to employ Roman Catholics, 99% of whom are disloyal … You people who are employers have the ball at your feet. If you don’t act properly now, before we know where we are we shall find ourselves in the minority instead of the majority.

21. Source AA photograph showing the Protestant’s celebration of the Battle of Boyne Something Familiar….. Social Studies Sec 3 Textbook, page 59

23. Structured-essay LORMS L1 DESCRIBES THE GIVEN CAUSE L2 DISAGREES AND IDENTIFIES OTHER CAUSE(S) L3 EXPLAINS THE GIVEN CAUSE OR OTHER CAUSE(S) L4 EXPLAINS THE GIVEN CAUSE IS AN IMPORTANT CAUSE, AND ALSO SHOWS THAT IT IS NOT THE ONLY CAUSE L5 WEIGHS THE IMPORTANCE OF THE DIFFERENT CAUSES IN L4, BASED ON ONE OR TWO CRITERIA How important is the education system as a cause of the conflict between the Protestants and the Catholics in Northern Ireland? Explain your answer (12 marks) How important is the education system as a cause of the conflict between the Protestants and the Catholics in Northern Ireland? Explain your answer (12 marks)