1. Objectives: -  To be able to assess change and continuity after the passage of the Act of Union.  To begin to understand the requirements of Question A. Outcomes: - D grades – will be able to highlight points of significance, find supporting contemporary evidence, and evaluate the NOP of this evidence. C/B grades – will be able to support points of significance with contemporary evidence, showing an understanding of the context of the evidence. A grades – will be able to evaluate the weight that can be given to evidence through careful cross- referencing. Differentiated learning : - Differentiated reading. Use of source material at different levels to support learning. Literacy: - VCOP stages used in the feedback activity. Targeted reading activity to begin. SMSC: - Moral – students discuss the impact, particularly with reference to the difficulties this caused in their relationship. Cultural – may offer links to the current tensions in Ireland.

2. Beat the Teacher Read through the sheet about the work you should have completed for homework. Mark on the sheet the mistakes and replace them with the correct answers. Read through the sheet about the work you should have completed for homework. Mark on the sheet the mistakes and replace them with the correct answers.

3. Considerable impact Little impact How much impact did the Act of Union have on the Irish? Vocabsignificant Connectives in addition Opening sentenceOne argument could be that… Punctuation?

4. What was the short-term significance of the Act of Union? Subject Objective(s)  To be able to assess change and continuity after the passage of the Act of Union.  To begin to understand the requirements of Question A. Subject Objective(s)  To be able to assess change and continuity after the passage of the Act of Union.  To begin to understand the requirements of Question A. Learning Outcomes: D grades – will be able to highlight points of significance, find supporting contemporary evidence, and evaluate the NOP of this evidence. C/B grades – will be able to support points of significance with contemporary evidence, showing an understanding of the context of the evidence. A grades – will be able to evaluate the weight that can be given to evidence through careful cross-referencing. Learning Outcomes: D grades – will be able to highlight points of significance, find supporting contemporary evidence, and evaluate the NOP of this evidence. C/B grades – will be able to support points of significance with contemporary evidence, showing an understanding of the context of the evidence. A grades – will be able to evaluate the weight that can be given to evidence through careful cross-referencing.

5. Question A Question A asks you to assess the short-term significance of an event. This should range from 12 months to no more than 20% of the time period covered. You will be asked to read contemporary evidence and select points of significance that they raise. You will then be asked to weigh up the strength of the evidence through: analysing NOPA; showing an understanding of the historical context; cross-referencing to knowledge, historians and other contemporary sources. Question A asks you to assess the short-term significance of an event. This should range from 12 months to no more than 20% of the time period covered. You will be asked to read contemporary evidence and select points of significance that they raise. You will then be asked to weigh up the strength of the evidence through: analysing NOPA; showing an understanding of the historical context; cross-referencing to knowledge, historians and other contemporary sources.

6. Question A

7. Task 1 In pairs, read through the 2 contemporary sources you have been given. Take one source each. Highlight what they think the significance of the Act of Union was. Compare what they say – do they agree on any of the points of significance? In pairs, read through the 2 contemporary sources you have been given. Take one source each. Highlight what they think the significance of the Act of Union was. Compare what they say – do they agree on any of the points of significance?

8. Task 2 Now let’s evaluate the sources. Think about the following: 1.NOPA 2.Context – knowing the historical context to understand why people might think what they do. Now let’s evaluate the sources. Think about the following: 1.NOPA 2.Context – knowing the historical context to understand why people might think what they do.

9. Considerable impact Little impact How much impact did the Act of Union have on the Irish? Vocabsignificant Connectives in addition Opening sentenceOne argument could be that… Punctuation?

10. Task 3 It is a requirement to cross-reference contemporary evidence with historical opinion. Read through the article by Eleanor Hull. Highlight only her opinion about the Act of Union. Fact doesn’t count as opinion – look for emotive language etc. Remember quotes from other people in an historian’s work is not their opinion. It is a requirement to cross-reference contemporary evidence with historical opinion. Read through the article by Eleanor Hull. Highlight only her opinion about the Act of Union. Fact doesn’t count as opinion – look for emotive language etc. Remember quotes from other people in an historian’s work is not their opinion. Extension: Can you now link the two together? Which bits of the historian support Davitt/O’Connell? Does her opinion undermine their evidence? Extension: Can you now link the two together? Which bits of the historian support Davitt/O’Connell? Does her opinion undermine their evidence?

11. Task 4 It is a requirement to cross-reference contemporary evidence with knowledge too. Read through the information piece on the Act of Union. Take out evidence which either supports or undermines O’Connell/The News Letter. It is a requirement to cross-reference contemporary evidence with knowledge too. Read through the information piece on the Act of Union. Take out evidence which either supports or undermines O’Connell/The News Letter. Extension: How strong is the evidence from the contemporary sources in helping you to understand the significance of the Act of Union? Extension: How strong is the evidence from the contemporary sources in helping you to understand the significance of the Act of Union?

12. Great mobbing and rioting threatened, but I hope Mr Grattan is a little afraid of his head. He got out of one scrape miraculously. However, I trust he is aware that ‘ miracles don ’ t happen every day ’. The amiable idol was carried all about Sackville Street, Putland Square etc. etc. the day before yesterday in his sedan chair by a most tumultuous and riotous mob, and deposited afterwards at Mr George Ponsonby ’ s, where a fine dinner was made for him, and where he was ushered in with the shoutings, huzzaings and applauses enough to rend the skies! After which the mob proceeded to a Mr McClellands (a Northern member, I believe) whom they knew as a Unionist, and paraded before his house of a long time menacing and abusing and calling him to appear, that they might apprize him of his fate and all those who acted as he did. However, they dispersed at length after thundering at the knocker and frightening all the poor females of the family into fits etc. etc. I assure you, my dear Lord, none in this country can walk upon velvet…The exasperation of the town is most alarming. Indeed, one knows not what may be the end or issue of this formidable undertaken in the state and temper in which the whole kingdom is at present. God grant it may come to fortunate conclusion. Eyewitness account of a riot in Dublin, February 1800. This was before the Act of Union was actually passed by the British parliament. D – Point of significance. C/B – Evaluation of evidence. A – Weight of evidence. Eyewitness account of a riot in Dublin, February 1800. This was before the Act of Union was actually passed by the British parliament. D – Point of significance. C/B – Evaluation of evidence. A – Weight of evidence.