HISTORY
CONTROLLED ASSESSMENT TASK ON EASTER
RISING FOR YEAR 1O .
TEACHER GUIDANCE BOOKLET
School:
Teacher:
1
INTRODUCTION
This work was funded by the Department of Foreign Affairs as part of three year
project on Commemoration run by the Northern Ireland Council for Integrated
Education. The aim of the project is to provide help and support to teachers when
addressing contentious issues around the commemoration of significant events one
hundred years ago. The website for the project is
www.facingthepastshapingthefuture.com where teachers can find more information
on how to teach controversial issues in history.
The following materials can be downloaded from the website
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Teacher Guidance booklet
A Pupil Activity Booklet
Two Controlled Assessment Tasks
Mark Scheme
Suggested websites
TEACHERS INVOLVED IN DEVELPING THE MATERIALS ARE
Sile Bartlett from .Mary’s High School Newry
Julie Ann Denvir from St. Patrick’s Grammar School Armagh
Marilyn Donaghy from Banbridge High School
Cathy Hanna from North Coast Integrated College
Brenda Kerrin from Drumragh Integrated College Omagh
Darren Scott from St.Dominic’s Girls Grammar School Belfast
.AIMS
The aims of producing the materials are to
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help prepare Year 10 pupils for their GCSE History examination by giving
them the opportunity to work under controlled conditions.
give pupils experience of answering explanation and source analysis
questions
provide other teachers with a template to develop other CAT on other
commemorations for example World War 1 2014 and Partition in 2021.
2
What makes the Easter Rising a good Topic for a Controlled Assessment Task?
•It is a historically significant event whose legacy is still relevant today.
•It provides Year 10 with a good story with key players and plenty of twists and
turns.
•It has particular relevance to the study of partition in that it highlights the
emergence of extreme radical elements in the Nationalist movement who were
prepared to use violence to win independence for Ireland.
•It has been commemorated in many different forms both at the time and
afterwards.
What makes the Easter Rising a controversial topic in history?
The Easter Rising is controversial in history because
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it has contemporary significance in Northern Ireland today because of its
personal resonance with many families whose relatives fought and died both
in the Rising and in World War 1.
It involved actual or perceived unfairness to people by a group or individuals
in the past.
It caused the death and suffering of many ordinary people in Dublin. The
extreme violence of the Rising and the brutality of the executions calls for
sensitive teaching.
The 100th anniversary of the Easter Rising in 2016 has the potential to raise
sectarian tensions and reinforce religious bigotry.
Structure of the Controlled Assessment Tasks
The support materials have been organized as follows
A Teacher Guidance Booklet with general teaching points and suggested resources.
All of the activities produced by the working group could not be included in the Pupil
Activity Booklet and a few activities have been included as extension work. Teachers
are fee to chose their own or replace the activities to reflect the ability level of their
pupils.
A Pupil Activity Booklet in which pupils may record their written answers to both the
preparatory activities and the two controlled tasks. Teachers who wish to use pupils
exercise books for the introductory activities only are free to do. The Pupils Booklet
also includes the two controlled tasks plus a source booklet and full mark scheme.
3
Overview of Activities
There are 12 preparatory activities and are deigned to provide the pupils with
opportunities to investigate background information to the Easter Rising which
should help develop their understanding of what happened and why it was an
important event in Irish history. These activities can be carried out as normal lessons
and teachers may give help and support to guide their pupils through the work.
Activities 1-3 will give an introduction to the whole topic and provide pupils with an
overview of what happened and the consequences of the Rising itself. Activities 4-12
will help prepare the pupils for Question 1 and Question 2 which are the controlled
assessment tasks and give the pupils experience of writing their own explanations
and working with sources.
Activity 1 p 3
Pupils complete the first two columns of a KWK grid using an extract from the DVD
Michael Collins. Alternatively teachers may use any other video extract appropriate
to the ability level of their pupils and this can be chosen from the list of websites at
the end of the Teacher Guidance on p
Activity 2 p 4
The Five Ws chart will ask pupils to write about what their findings and to complete
the KWL grid by detailing what they have learned.
Activity 3 p11
Pupils will be asked to consider the importance of the Rising by ranking statements
and then deciding in their importance using a priority pyramid
Extension activity 3
Historians sometimes use a list of criteria to help establish why an event is
significant. Use the list about the Easter Rising below to help to decide why the
Rising is significant of the
The event reveals
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why the Rising is still relevant to people today
why the Rising was important to people at the time
how many peoples lives were affected by the Rising
why the Rising has been remembered for so long.
Share your explanations with the rest of the class about why the Rising was an
important event.
4
Activities 4 - 7 p 13-29 focus on the commemoration of the Easter Rising both at the
time and afterwards and ask the pupils to think about the nature and form of these
commemorations.
Extension Activity 4
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Teacher could divide the class into two groups with one group focusing on
the picture of the poppy and the other on the picture of the Easter lily. Each
group to apply the three criteria about national commemorations and reach
their own conclusions. Teacher records their conclusions on the graffiti
board. Depending on the ability level of the pupils they could discuss the
following questions
Should a commemoration take place immediately after an event and how
long should it be celebrated for?
Who should decide what a country commemorates?
Weaker pupils could suggest words and phrases which describe a national
commemoration. The agreed list might be displayed in the classroom.
Extension Activity 9 A Silent Conversation
Sources 1-7 are placed on A3 paper to ensure pupils can write around the image.
Pupils are given the opportunity to move in small groups around each source
and write questions they want to ask each source e.g who is this person? Where
was this picture taken? Why is this important? They can also write information
that they already know for example in Source 3 they can write this is Queen
Elizabeth II.
Each source can then be considered as a whole class. Perhaps use the DAMMIT
approach (Date/Author/Method/Motive/Information/Tone)but remaining
focused on the question HOW has the Rising been commemorated.
Source 7 can then be considered as a whole class activity. Asking the pupils
questions about the imagery used etc.
Sources 1-7 are included at the end of this guidance without any context so that
teachers of weaker pupils may add their own text.
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Question 1 How has the Easter Rising been remembered? (10 marks)
Your teacher will provide you with writing paper for this task
Activities 8- 10 p 32-35 give pupils practice at answering some source analysis
questions. Pupils will be expected in these activities to support their conclusions with
evidence from given sources in relation to the statement about the Rising in Question 2..
Question 2 : The Easter Rising 1916 was failed rebellion. How far do the sources
agree with this viewpoint? (20 marks) (This is a controlled assessment task and will
be carried out under examination conditions.)
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CONTROLLED ASSESSMENT MARK SCHEMES
QUESTION ONE = 10 MARKS
Explain how the Easter Rising has been commemorated.
Level One [1-3]
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Basic explanation of one method of commemoration
Some inaccuracies
Little reference to evidence from research
Poor presentation of arguments
Level Two [4-7]
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Relevant explanation of two or more methods of commemoration
Some use of evidence from research
Reaching limited conclusions
Some accurate and clear arguments presented
Level Three [8-10]
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Very good explanation of four or more methods of commemoration
Very good use of evidence from research
Well supported conclusions
Accurate and clear arguments presented throughout
Level Four [11-15] THIS IS GCSE LEVEL
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Excellent explanation
Precise and detailed use of evidence from research
Fully supported conclusions
Concise and coherent arguments presented throughout
QUESTION TWO = 20 MARKS
“The 1916 Rising was a failed rebellion”. How far do the sources agree with this
viewpoint?
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Level One [1-6]
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Limited understanding of the question asked
Limited understanding of the opinions in the sources
Difficulty in distinguishing between fact and opinion
Little or no evidence of wider research
Information presented in an appropriate form but may contain some
inaccuracies
Level Two [7-13]
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General understanding of the question asked
General understanding of the opinions in the sources
Some conscious attempt to interpret the sources
Some evaluation of the strengths and weaknesses of the sources
Some evidence of wider research
Information presented in an appropriate form with some accuracy
Level Three [14-20]
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Very good understanding of the question asked
Very good understanding of the opinions in the sources
Very good attempt to interpret the sources
Very good evaluation of the strengths and weaknesses of the sources
Good evidence of wider research
Information presented with appropriate paragraphs and considerable
accuracy
Offers a conclusion containing a judgement about the question
Explains why people have different opinions on this issue
Level Four [21-25] THIS IS GCSE LEVEL
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Full understanding of the question asked
Full understanding of the opinions in the sources
Thorough evaluation of the strengths and weaknesses of the sources
Use of sources to enhance arguments
Detailed evidence of wider research
Information accurately presented in an appropriate form including
introduction, paragraphs and detailed con
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SOURCES FOR QUESTION 1
Source 1
Commemoration medal and ribbon produced and distributed to those who
fought in the 1916 Rising. In 1966, 964 medals were distributed. Note that the
ribbon was sent ‘With Compliments of the President of Ireland’ and from the
Department of Defence. This creates a sense of making the commemoration
official.
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Source 2
Mural in West Belfast to commemorate the 75th Anniversary of the Rising. Note
the Starry Plough – originally used by the Irish Citizens Army and later became
the symbol of Irish Socialism. James Connolly is shown at the front suggesting
again that this is to remember the socialist movement. Patrick Pearse is shown
looking to the left. According to the tour at Pearse’s cottage near Ros Muc, Co.
Galway, Pearse had a pronounced squint in his left eye that he was very
conscious about but also due to vanity always posed to show his right side. Also
the imagery of the phoenix rising from the flames giving hope to the rise of the
Republican movement. Eirí Amach na Casca translates as the Easter Rising.
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Source 3
17th May 2011, Queen Elizabeth II attended the Garden of Remembrance in
Dublin and laid a wreath to remember those who died for Irish freedom. This
gesture was much praised in the Irish media. The visit came one hundred years
since the last visit by a British monarch, when her grandfather King George V
visited in 1911. In April 2014, President Michael D. Higgins reciprocated the
Queen's visit when he became the first Irish President to make a state visit to the
United Kingdom.
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Source 4
This section of Croke Park, Dublin the home of GAA, is known as Hill 16. The
section was built in 1917 and was originally known as Hill 60 making reference
to the Battle of Hill 60 which was the last offensive at Gallipoli. At this battle the
Royal Dublin Fusiliers suffered heavy losses. It wasn’t until the 1940’s that the
name changes to Hill 16 as leading figures in the GAA felt it wasn’t appropriate to
have a section named after a battle involving the British Army. A myth
developed that the hill itself was built out of the rubble in O’Connell Street
following the Rising. Yet, the name was officially renamed the Dineen Hill in
2006 after Frank Dineen, who purchased the land for the GAA in 1908.
12
Source 5
"Grace", a song written in 1985 by Frank and Seán O'Meara, which became very popular
in Ireland and elsewhere and has been recorded by many musicians.
http://www.youtube.com/watch?v=lotnXbJP9Gg
Grace Gifford was born in Dublin 1888. She was raised a Protestant but later
converted to Catholicism after she met and became engaged to Joseph Plunkett.
Plunkett was a member of the Military Council of the Provisional Government
and the Provisional Committee of the Irish Volunteers. He was largely
responsible for the planning of the Rising. The couple, both 28, were due to get
married on Easter Sunday 1916 but this was postponed due to Plunkett’s ill
health. He had an operation to treat glandular tuberculosis just days before the
Rising. He struggled out of bed and still bandaged took his place alongside
Pearse, Connolly and Clarke at the GPO.
Following the surrender, Plunkett was held in Kilmainham Gaol while awaiting a
court martial. Seven hours before his execution he married Grace in the prison
chapel. The couple had ten minutes together heavily guarded by 15 British
Officers. Grace’s sister, Muriel was married to Tómas MacDonagh who was also
executed for his role in the Rising.
Grace Plunkett was elected to the Sinn Fein Executive in 1917. She joined the
Anti-Treaty IRA and was interned in Kilmainham Gaol in 1923, for three months.
While there she painted images on the walls in her cell. Grace made a very
modest living through her art work until her death in 1955. She was buried with
full military honours and her funeral was attended by the then Irish President
Sean T O’Kelly. She never remarried.
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Source 6
Two Commemorative parades from Dublin in 1950 and again in 2012.
http://www.youtube.com/watch?v=W4pqsxD_4DE - 1950
http://www.youtube.com/watch?v=c76-K_ZsNuo - 2012
There are also many other parades on YouTube and teachers could select
appropriate extracts to show pupils for example parades in Northern Ireland are
less formal and not state commemorations. Therefore differences can be clearly
seen as to how the Rising is commemorated in different ways and perhaps
consider why this is the case.
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Source 7 (Only the first verse has been chosen to work with in Question 1 in the
pupil booklet)
Easter 1916
W. B. Yeats, 1865 - 1939
I have met them at close of day
Coming with vivid faces
From counter or desk among grey
Eighteenth-century houses.
I have passed with a nod of the head
Or polite meaningless words,
Or have lingered awhile and said
Polite meaningless words,
And thought before I had done
Of a mocking tale or a gibe
To please a companion
Around the fire at the club,
Being certain that they and I
But lived where motley is worn:
All changed, changed utterly:
A terrible beauty is born.
That woman’s days were spent
In ignorant good-will,
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Her nights in argument
Until her voice grew shrill.
What voice more sweet than hers
When, young and beautiful,
She rode to harriers?
This man had kept a school
And rode our wingèd horse;
This other his helper and friend
Was coming into his force;
He might have won fame in the end,
So sensitive his nature seemed,
So daring and sweet his thought.
This other man I had dreamed
A drunken, vainglorious lout.
He had done most bitter wrong
To some who are near my heart,
Yet I number him in the song;
He, too, has resigned his part
In the casual comedy;
He, too, has been changed in his turn,
Transformed utterly:
A terrible beauty is born.
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Hearts with one purpose alone
Through summer and winter seem
Enchanted to a stone
To trouble the living stream.
The horse that comes from the road,
The rider, the birds that range
From cloud to tumbling cloud,
Minute by minute they change;
A shadow of cloud on the stream
Changes minute by minute;
A horse-hoof slides on the brim,
And a horse plashes within it;
The long-legged moor-hens dive,
And hens to moor-cocks call;
Minute to minute they live;
The stone’s in the midst of all.
Too long a sacrifice
Can make a stone of the heart.
O when may it suffice?
That is Heaven’s part, our part
To murmur name upon name,
As a mother names her child
17
When sleep at last has come
On limbs that had run wild.
What is it but nightfall?
No, no, not night but death;
Was it needless death after all?
For England may keep faith
For all that is done and said.
We know their dream; enough
To know they dreamed and are dead;
And what if excess of love
Bewildered them till they died?
I write it out in a verse -MacDonagh and MacBride
And Connolly and Pearse
Now and in time to be,
Wherever green is worn,
Are changed, changed utterly:
A terrible beauty is born.
Yeats wrote this poem around September 1916 and is generally celebrated as
one of his greatest achievements. In the first stanza he discusses how the people
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involved in the Rising have been ordinary people who have stepped out of the
crowd in Dublin – from houses, desks and buildings. This transformation from
ordinary citizen to revolutionary is shown in the refrain ‘All changed, changed
utterly: A terrible beauty is born.’
In the second stanza we see the four people emerge clearly. ‘That woman’ refers
to Constance Markievicz, ‘this man’ is Patrick Pearse, ‘his helper and friend’
Tómas MacDonagh and ‘the drunken, vainglorious lout’ is John MacBride – the
abusive husband of Yeats’ muse, Maud Gonne. He does not paint heroic images
of the four, instead showing Markievicz as shrill, Pearse and MacDonagh would
have been better remaining as educators and MacBride is referred to as
‘loathsome’. Perhaps this reflects this initial response to the Rising and the
rebels of Dubliners and people further afield.
In stanza three, Yeasts depicts a more heroic and mythological image of the
rebels. Here the hearts of the revolutionaries are compared to that of an
immovable rock. This rock has caused problems for the usually idyllic and
peaceful pastoral scene. Yet he also seems to criticise the rebels as being so
determined that they are almost soulless – they have one purpose, one goal, one
ideology and seem unaware of the upset they have caused around them.
The final stanza is a lament for the dead. There is a sense of desperation in the
questions he asks – ‘O when may it suffice?’, ‘Was it needless death after all?’,
‘And what if excess of love/Bewildered them till they died?’ This final question
asks if the love for one’s country can almost blinker one to their own death and
rather than it be a heroic/honourable death it causes bewilderment.
Yeats
doesn’t seem sure if the sacrifice is worthwhile. Instead the only comfort can
come in commemoration – ‘our part’. The naming of the dead very clearly
stamps their legacy in the minds of the reader. The final line again suggests the
struggle faced if the sacrifice was worthwhile and the worry for the future of
Ireland.
‘A terrible beauty is born’
NOTE: Teachers can differentiate this by only considering a few key sections of
the poem. The poem is also on The Poetry App for iPad and read by Bob Geldof.
It is very good for pupils to hear the reading of the poem.
THESE SOURCES ARE LEFT BLANK FOR TEACHERS TO ADD THEIR OWN
CONTEXT IF APPROPRIATE
Source 1
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Source 2
Source 3
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Source 4
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Source 7 (Teachers are free to chose any relevant sections from this poem )
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Easter 1916
W. B. Yeats, 1865 - 1939
I have met them at close of day
Coming with vivid faces
From counter or desk among grey
Eighteenth-century houses.
I have passed with a nod of the head
Or polite meaningless words,
Or have lingered awhile and said
Polite meaningless words,
And thought before I had done
Of a mocking tale or a gibe
To please a companion
Around the fire at the club,
Being certain that they and I
But lived where motley is worn:
All changed, changed utterly:
A terrible beauty is born.
That woman’s days were spent
In ignorant good-will,
Her nights in argument
Until her voice grew shrill.
24
What voice more sweet than hers
When, young and beautiful,
She rode to harriers?
This man had kept a school
And rode our wingèd horse;
This other his helper and friend
Was coming into his force;
He might have won fame in the end,
So sensitive his nature seemed,
So daring and sweet his thought.
This other man I had dreamed
A drunken, vainglorious lout.
He had done most bitter wrong
To some who are near my heart,
Yet I number him in the song;
He, too, has resigned his part
In the casual comedy;
He, too, has been changed in his turn,
Transformed utterly:
A terrible beauty is born.
Hearts with one purpose alone
Through summer and winter seem
25
Enchanted to a stone
To trouble the living stream.
The horse that comes from the road,
The rider, the birds that range
From cloud to tumbling cloud,
Minute by minute they change;
A shadow of cloud on the stream
Changes minute by minute;
A horse-hoof slides on the brim,
And a horse plashes within it;
The long-legged moor-hens dive,
And hens to moor-cocks call;
Minute to minute they live;
The stone’s in the midst of all.
Too long a sacrifice
Can make a stone of the heart.
O when may it suffice?
That is Heaven’s part, our part
To murmur name upon name,
As a mother names her child
When sleep at last has come
On limbs that had run wild.
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What is it but nightfall?
No, no, not night but death;
Was it needless death after all?
For England may keep faith
For all that is done and said.
We know their dream; enough
To know they dreamed and are dead;
And what if excess of love
Bewildered them till they died?
I write it out in a verse -MacDonagh and MacBride
And Connolly and Pearse
Now and in time to be,
Wherever green is worn,
Are changed, changed utterly:
A terrible beauty is born.
27
SOURCES FOR QUESTION 2
SOURCE PACK
SOURCE A
Edwin Poots on Twitter - Easter 2013
"I had forgotten it is the 97th anniversary of a failed rising by subversives."
SOURCE B
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Jude Collins – blog – Easter 2013
The men who seized the GPO were, inside a week or so forced to surrender. Most
people would call that a defeat. Except that it was a defeat that led to victory in
the war. Within six years of the Rising, republicans had succeeded in achieving
independence for twenty-six out of thirty-two counties.
SOURCE C
Official Report by General Sir John Maxwell on the Easter Rising, April 1916
There were numerous cases of unarmed persons killed by rebels during the
outbreak have been reported to me.
I wish to emphasize that the responsibility for the loss of life, however it
occurred, the destruction of property and other losses, rests entirely with those
who engineered this revolt, and who, at a time when the empire is engaged in a
gigantic struggle, invited the assistance and cooperation of the Germans.
Source Records of the Great War, Vol. IV, ed. Charles F. Horne, National
Alumni 1923
SOURCE D
Patrick Pearse at his court-martial, 2 May 1916
“We seem to have lost, we have not lost. To refuse to fight would have been to
lose, to fight is to win, we have kepy faith with the past and handed a tradition to
the future. If our deed has not been sufficient to win freedom, then our children
will win it by a better deed”
SOURCE E
Deputy First Minister Martin McGuinness April 2014
“I think what we have to commemorate first and foremost is the Easter Rising
and all those heroes who liberated this part of Ireland”
SOURCE F
The Irish Independent newspaper, Thursday 4th May 1916
The men who took the initiative in disturbing the peace of the country have not,
and had not, a shred of public sympathy. Whilst they held certain strongholds the
military were being called for and longed for by the citizens. These men are now
held prisoners in England and the leaders who organised and the prominently
active spirits in this "rising" deserve little consideration or compassion. So far as
we are concerned when we think of the many valuable lives lost, the hundreds of
innocent victims – many of them buried in unknown graves because their friends
could not be discovered, when we think of the enormous material damage which
has already been done and the huge loss of trade and employment which must
be the consequence, we confess that we care little what is to become of the
leaders who are morally responsible for this terrible mischief.
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SOURCE G
D G Boyce from ‘Ireland 1828-1923’
The rebels had bungled, yet their rising was a turning point in the history of
modern Ireland. They held out for only a week, and sporadic fighting outside
Dublin was easily oppressed by the Crown forces, but their stand for freedom
caught the imagination of nationalist Ireland.
SOURCE H
Martin Walton from CURIOUS JOURNEY: An Oral History of Ireland’s
Unfinished Revolution,
by Kenneth Griffith and Timothy O’Grady, (Mercier Press, 1998).
After the Rising we started to reorganize immediately – to look for guns, try and
buck up the language, the Gaelic League and any other organization that wasn’t
banned and that we could get into. It was a terrible time. There were still
thousands of Irishmen fighting in France and if you said you had been out in
Easter Week one of their family was liable to shoot you.
SOURCE I
Letter home from Australian Catholic soldier in British Army stationed in
Dublin – Sergeant James Joseph Makin
Is it not deplorable that trouble has broken out in Ireland? It is astounding, in as
much as there are thousands of fine men in the Irish regiments here, who are
moved by the highest sense of patriotism. Who can deny that these Irish
regiments are not among the best of the British fighting units and are fighting to
uphold British integrity and traditions? I have mixed with them for a month and I
know their spirit. And yet they are having their honor and name filched away by
a ruffian horde, blinded by long-past wrongs and kindled by German gold and
influence. Let me hope that the trouble will be stamped out this time for good
and all, as assuredly it will be, but at the expense of much needed lives at a
critical moment.
SOURCE J
Jim Allister (leader of TUV party) on Let’s Talk 2013
“we should not celebrate some foreign, grubby failed rebellion one hundred
years ago in some other place. There is nothing to celebrate about that other
than its failure.”
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SUGGESTED RESOIURCES
Easter Rising websites
Films and videos
http://www.timelines.tv/index.php?t=2&e=9#
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http://www.rte.ie/archives/
https://www.youtube.com/watch?v=Cew_ZLgi3Cc
https://www.youtube.com/watch?v=g6diBvajpmk
https://www.youtube.com/watch?v=3J4hH4UzG-w
(commemoration of Rising in 2010)
https://www.youtube.com/watch?v=n5hslg8qEt8
(very good Fergal Keane documentary)
https://www.youtube.com/watch?v=oCkxwROWYAQ
(Robert Kee documentary on the Rising)
https://www.youtube.com/watch?v=Hd-61UV_TLk
(British Pathe newsreel on the rising at Liberty Hall )
GENERAL
NEWSPAPER ARCHIVE
http://newspaperarchive.com/?gclid=CjgKEAjwq_qcBRDZPeZ7NGQiVwSJAATT7q2co4FAxmLH7EBS3is_Xk4TdRlz9SlyKP_X7G4q2Yt0PD_BwE
(May ask for a subscription)
PRONI
http://www.proni.gov.uk/index/search.jsp/search.lsim?sr=0&nh=10&cs=iso-88591&sc=&sm=0&mt=1&ha=proni-cms&qt=easter+rising
NATIONAL LIBRARY OF IRELAND
http://www.nli.ie/1916/
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http://www.bbc.co.uk/history/british/easterrising/index.shtmL
IRISH MILITARY RECORDS
http://www.militaryarchives.ie/collections/online-collections/military-archives-irisharmy-census-records
http://www.easter1916.ie/index.php/rising/witnesses/
http://www.independent.ie/irish-news/new-digital-archives-store-tales-of-1916rising-volunteers-29923477.html
http://www.firstworldwar.com/posters/index.htm
http://www.firstworldwar.com/source/dublin_maxwell.htm
http://www.historylearningsite.co.uk/1916_easter_rising.htm
http://www.history.com/this-day-in-history/the-easter-rising-begins-in-dublin
http://greatwar.ie
(Royal Dublin Fusiliers Association good on Irish soldiers attitudes to the war during
the Rising)
WOMEN
http://www.easter1916.ie/index.php/people/women/
https://www.facebook.com/pages/Women-in-the-1916-rising/106229106129470
http://www.irishtimes.com/culture/heritage/women-played-key-and-courageousrole-in-1916-rising-1.1657815
http://arrow.dit.ie/cgi/viewcontent.cgi?article=1048&context=aaschmedart
(The Forgotten Role of Women Insurgents in the 1916 Rising)
https://www.youtube.com/watch?v=FiZJ2C8EwSA
(Women and the Rising)
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