1. Objectives: -
To understand the role played by Daniel O’Connell.
To be able to reach a judgement about his significance at the time of his actions.
Outcomes: -
D grade – will be able to support an enquiry with a limited range of knowledge.
C grade – will be able to support an enquiry with a range of knowledge.
B grade – will be able to analyse the strength of the argument created and/or the evidence used.
A grade – will be able to reach a substantiated conclusion to your enquiry, focusing on the strength of the evidence presented.
Differentiated learning : -
Grouping and through support. NOPA worksheet for those who are analysing the sources to support, if necessary, with how they need to analyse the sources. Differentiated reading.
Literacy: -
Vocab triangle used – some keywords already inputted and need defining, others to be added.
SMSC: -
Cultural – role of individuals and their impact on history.

2. What is next?
Reform?
‘I could try to ensure that I continue to work within parliament to push for reforms for Ireland which could lead to greater justice and fairness and equality of legislation in Ireland’.
Repeal?
‘Or I could campaign in Ireland for a movement to push for the repeal of the Act of Union. I am, after all being paid the O’Connell tribute in recognition of my services to Irish Catholics’.
How would you describe the relationship between Britain and Ireland before 1840? What methods had O’Connell used in this relationship?

3. How significant was Daniel O’Connell in the development of the relationship between Britain and Ireland?
Subject Objective(s)
To understand the role played by Daniel O’Connell.
To be able to reach a judgement about his significance at the time of his actions.
Learning Outcomes:
D grade – will be able to support an enquiry with a limited range of knowledge.
C grade – will be able to support an enquiry with a range of knowledge.
B grade – will be able to analyse the strength of the argument created and/or the evidence used.
A grade – will be able to reach a substantiated conclusion to your enquiry, focusing on the strength of the evidence presented.

4. O’Connell Vocabulary Pyramid
Test Acts
Catholic Board
Henry Grattan William Plunkett
Protestant Ascendancy
Veto Controversy
O’Connell Vocabulary Pyramid

5. How far did O’Connell support repeal of the Act of Union?
Evidence that he wanted Irish independence.
Evidence that he wanted a solution where Ireland had some autonomy but was still linked to Britain.
Evidence that he created popular support.
Evidence that his actions divided support.
D Grades – will present evidence to support a point.
C Grades – will begin to analyse the contemporary evidence presented.
B Grades – will begin to evaluate the strength of the argument using cross-referencing and analysis of the contemporary evidence.
A Grades – will reach a substantiated judgement about the key points.

6. Total agreement Total disagreement
Vocab
prominent
Connectives
therefore
Opening sentence
Clearly, without O’Connell
Punctuation ;
Without O’Connell, political developments in Ireland would have stagnated in the early C19th.
Total agreement
Total disagreement

7. This side of the room will argue that O’Connell was a significant figure in the development of the relationship between Britain and Ireland.
This side of the room will argue that O’Connell had limited significance in development of the relationship between Britain and Ireland.