Beruflich Dokumente
Kultur Dokumente
English & Irish history for primary schools Version 1, 17 November 2008
Contents
About this unit/lesson plans
Lessons, sources & worksheets
1. What questions arise from looking at a picture of an eviction during the Irish Famine?
2. How can we explain what was happening in this picture?
3. How far was eviction the main experience of the Famine?
4. What can we do about famine?
Notes
1. Famine in Ireland
2. Evictions during the Famine
3. Commentaries on some sources
4. Every Child Matters
Far West a grim shadow was seen, as ‘tis said, The fell Spectre advanc’d - who the horrors shall tell
Like a Spectre from Famine and Pestilence bred; Oh his galloping stride, as he sounded the knell
His gaunt giant-form, with pale Poverty wed. Of thousands on thousands who ‘neath his eye fell?
Key Stage 2
University of Birmingham BASS University of Northampton
About the study unit
This study unit is intended as a depth study within the Key Stage 2 Prior knowledge
History curriculum when studying Victorian Britain. It would be helpful if the children had
a. prior knowledge of other aspects of
The key question asks: ‘How should we respond to Famine: Ireland in Victorian Britain, such as urban and
the 1840s?’ rural conditions,
b. some understanding of the use of
Using a variety of stimulus material, the unit encourages children to sources.
explore the past by examining sources relating to the Irish Famine and
the context in which they arose.
The unit also offers scope for work in Literacy and Music.
2 How can we 1. Starter. Divide class into groups. Using source 1A and the questions from the 2a*, b
explain what plenary in lesson 1, groups decide on two questions to ask the bailiff and two 4a, b*
was questions to ask the tenant (or his wife).
happening 2. Hotseat teacher as bailiff and tenant (or tenant’s wife), using character cards,
in this and the children’s chosen questions in the starter.
picture? 3. Look at written sources 2A-F.
How far do they explain the picture and/or the children’s questions to the hotseat?
4. Add to wordwall, using a different colour from that used in lesson 1.
5. Plenary. Pair-share the question ‘If you were a landlord why might you have
evicted your tenants?’
3 How far 1. Starter. How far do the following sources, 3A-3D, show that being evicted 2a*, b, c
was from your home was not the only source of suffering during the Famine? 4a, b*
eviction the 2. Divide class into groups and hand out sources 3E-R in dribs and drabs.
main Groups decide how far the sources show that there were more responses to the
experience famine than eviction, using the grid provided. (Some sources might fall into more
of the than one category.)
Famine? 3. Add to wordwall, using a different colour from those used in lessons 1 & 2.
4. Plenary. How far does the eviction illustration represent what happened during
the famine? Justify your decision.
4 What can 1. Starter. How do we respond to crises, such as famine and war, today? 2d*
we do about 2. Divide class into groups to discuss the question ‘How do you think you would 5a, c
famine? have responded to the potato Famine?’
3. Using sugar paper, marker pens, ideas from the wordwall and any other Citizenship
material from the preceding 3 lessons, produce a visual aid (poster, badge, sticker, 2a,* e, h, k, j
logo, ect.) and letter to persuade people to support your response. 4a
4. Present your campaign to the class and ask them to vote on it. 5d, g
5. Plenary. How far has your work on the Irish Famine helped you to understand
why famines occur today and how people respond to them?
Option: Could run a campaign to raise awareness and support for people
experiencing famine today.
* In the 1840s, Ireland faced a serious famine caused by the failure of the potato crop, Ireland’s staple food. It meant that
people were short of food to eat and money to pay their rents. This led to some landlords to evict tenants as shown in
source 1A.
** Questions could include why is the family being evicted; why are the characters in the picture behaving as they are (such
as the bailiff - why is he evicting this family; the soldiers - why are they there); why is the roof being ripped off; what
happened to the family; what will happen to the land; did all people go without food; why was there a famine?
2. Flash presentation using mouseover to identify main figures and action in ‘The Ejectment’ (source 1A):
http://iisresource.org/Documents/Ejectment_Figures_Flash.html
2
7
4
5
5. Plenary. Pair-share the question ‘If you were a landlord why might you
have evicted your tenants?’
Bailiff
I am an important local person, so I do not have much to do with the
tenants. I am employed by the landlord who owns the land the family is
occupying. It is my job to make sure that the rent is paid to the landlord. If
it is not, I have to evict people from their homes. I know people will be
homeless and may even starve because they have lost their land as well as
their homes, but I could lose my job if I do not do what the landlord tells me.
Some of my landlords are Protestant and some also live in England, but
wherever they are, they need money to live on and pay taxes, particularly in
these hard times.
Tenant
I am a Catholic and do not own any land. I rent land from a landlord. It is
not a lot of land but it was enough keep us housed and fed with potatoes
and pig meat. We managed alright until the failure of the potato crop, which
has hit us hard. I had to sell the pig to buy food and even sold our best
clothes in order to survive. For the last few weeks, my children have search
the fields and woods for food - the odd potato, berries, even nettles. There
is no way of earning money and we cannot see our way to pay our rent this
year. Now that we have lost our cottage and land, I do not know what we
will do. Some of our evicted neighbours have ended up living in ditches,
some have gone to the workhouse, others have left Ireland while some have
died from disease or starvation. What will become of us?
Source 2A. The importance of the potato in the Irish Source 2B. A Co Galway priest on the potato
diet, County Wicklow, 1806 blight, summer 1846. Blighted potatoes turn really
mushy and smell awful.
3. Add to wordwall, using a different colour from those used in lessons 1 &
2.
4. Plenary. How far does the eviction illustration represent what happened
during the famine? Justify your decision.
We entered a cabin. Stretched in one dark corner, scarcely visible from the smoke and
rags that covered them, were three children, huddled together, eyes sunk, voice gone,
and evidently in the last stages of actual starvation.
Source 3A. A visitor to the west of Ireland during the winter of 1846-47. As in most famines,
children were particularly badly affected, since they need more nutrition than other people.
*Source 3B. The local vicar visiting the dying Mullins in his hut, Scull, Co. Cork, ,
Illustrated London News, 20 February, 1847
Mullins was dying of fever; his children were huddled around embers of the turf fire; the vicar himself also
died of fever shortly afterwards.
The family was evicted when they could not pay and men came to
knock down their home.
The baby was born dead and then they all got fever.
Her 13 year old son died of hunger while the rest were sick.
1841 8,175,124
1851 6,552,385
Source 3D. Decline of Irish population as a result of the Famine.
Death by disease or starvation accounted for half the decrease.
People leaving Ireland to live abroad, emigrating, accounted for
the other half
Source 3E. A farming family defending their home *Source 3F. A government official’s daughter, Miss
against eviction, Pictorial Times, 2 January 1847 Kennedy, 7years old, distributing clothing, Kilrush,
Co. Clare, Illustrated London News, 22 December 1849
Grain and other foods, such as livestock - Too much has been done for the people.
cattle, sheep and pigs - continued to be Under such treatment the people have
exported from Ireland. The sight of ships grown worse instead of better, and we must
leaving Irish ports loaded with food try what independent exertion will do.
sometimes provoked riots. However, the
government refused to ban the export of food.
Source 3G. Exporting food from Ireland during the Source 3H. Sir Charles Trevelyan, a senior British
Famine civil servant, on why , in 1847, the government did
not want to bring food into Ireland or keep open
public works, preferring to use the workhouse.
Many landlords acted kindly towards their Other landlords continued to evict any
tenants, as one man from Co. Cork recalled: tenants who could not pay their rents.
‘My grandfather, God rest his soul, went to ‘Fifty families were evicted from this
pay part of his rent to his landlord ... "Feed district of Kileaskin by a local landlord.
your family first, then give me what you can The thatch of the roofs was torn off even
afford when times get better," he told him.’ before the people had time to leave.’
Source 3I. An Irishman recalling his family’s Source 3J. An Irishman recalling what happened in
experience with their landlord during the Famine. his family’s village in Co. Kildare during the Famine.
Evictions soared from 1847.
Union is Strength
John Bull to Irish farmer:
‘Here are a few things to
go on with, Brother, and
I’ll soon put you in a way
to earn your own living.’
*Source 3K. Punch, 17 October 1846, an English satirical *Source 3L. Soup kitchen, run by the Quakers,
magazine, with John Bull, England, offering the farmer a providing free soup (6,800 litres a day), Illustrated
basket of bread in one and a spade in the other. London News, 16 January 1847.
*Source 3M. Leaving Ireland - the priest’s blessing, *Source 3N. Sale of Indian corn, imported by the
Illustrated London News, 10 May 1851. Some 1m British government, Cork, Illustrated London News,
people left Ireland as a result of the Famine. 4 April 1846.
Able-bodied adults
Breakfast: 8 ounces of oatmeal and Indian meal in
stirabout and 1 pint of buttermilk or molasses.
Dinner: 12 ounces of bread or biscuits and 1 quart
of pea soup for 4 days a week; 10 ounces of rice
and Indian meal stirabout for remaining 3.
Children under 15
Breakfast: 4 ounces of Indian meal and rice and ½
pint of buttermilk or molasses.
Dinner: 6 ounces of bread and 1 pint of pea soup
‘The body of a young man is laid on a cart; a second for 4 days a week; 5 ounces of rice and Indian
man whips the horse into action; a third stands by meal, and ½ pint of buttermilk or molasses for the
with a spade; onlookers gossip and argue ... death remaining 3 days.
stripped of all dignity.’ Supper: ¼ lb of bread or biscuits and ¼ pint of
sweet-milk or molasses.
*Source 3O. Funeral at Skibbereen, Co. Cork, one *Source 3P. Part of the diet in the Ballina
of the worst hit areas during the Famine, Illustrated workhouse, Co. Mayo, 18 March 1848.
London News, 30 January 1847.
Food traders, clever enough to see that Denis McKennedy died on October 24 while
prices would rise, made ‘a whacking profit working on a public works road in Co. Cork. He
at the expense of the poor’. They bought had not been paid since October 10. The post-
when prices were relatively low and sold mortem revealed death to be the result of
starvation: no food in the stomach or in the
when demand rose, like the Cork merchant
small intestines, but in the large intestine was
who bought maize at £10.75 a ton and sold
a ‘portion of undigested raw cabbage, mixed
it to retailers and relief committees for
with excrement’. The verdict at the coroner’s
£16 to £17. Large farmers also did well, inquest was that McKennedy ‘died of
selling surplus food at a goodly profit. starvation caused by the gross neglect of the
Board of Works’.
Source 3Q. Historian’s account of profiteering *Source 3R. The death of Denis McKennedy,
during the Famine. Skibbereen, Co. Cork, 24 October 1846
Ignoring
Escape
Fighting back
Making problem
worse
4. Present your campaign to the class and ask them to vote on it.
5. Plenary. How far has your work on the Irish Famine helped you to
understand why famines occur today and how people respond to them?
Option: Could run a campaign to raise awareness and support for people
experiencing famine today.
Africa - generally
http://www.christianaid.org.uk/emergencies/current/food/africa_food_crisis.aspx?gclid=CJzy0J6BiZcCFUsa3go
dsiqqDA
Congo DR
http://www.oxfam.org.uk/oxfam_in_action/where_we_work/drc/rankin_gallery.html
http://www.christianaid.org.uk/emergencies/current/congo/index.aspx
Ethiopia
http://uk.youtube.com/watch?v=G73zKQwlFxY
http://www.telegraph.co.uk/news/worldnews/africaandindianocean/ethiopia/2083074/Ethiopia-facing-new-fa
mine-with-4.5-million-children-in-danger-of-starvation.html
Sudan/Darfur
http://darfur.unfpa.org/jon_darfur/?gclid=CNLmhNWFiZcCFQLolAod4VCn-w
Famine in Ireland
Definition
Famine has afflicted societies since the beginning of history. It may be defined as a persistent failure in food supplies over a
prolonged period. It is something experienced by society, whereas starvation is something that affects individuals. During famines
more people are likely to die of famine-related diseases than from starvation. The causes are complex. Adverse weather conditions
(drought, excessive rain, intense cold) at crucial times, effects of war (scorched earth policies, the provisioning of armies, disruption
of trade), pestilence and disease: all these individually or in combination may be to blame.
Famine is generally perceived as the result of a failure of food supplies, typically arising from the Malthusian pressure of population
on resources. However some analysts, following the Indian economist Amartya Sen, argue that famine is less commonly caused
by an absolute shortage of food than by the lack of ‘entitlements’- that is, the existence of large numbers of persons who do not
possess the means either of producing food or of acquiring it through purchase or through transfer payments sanctioned by the state
or by custom. Famine thus becomes a product of political and social structures, rather than of neutral economic forces.
Irish experience
In Ireland over a period of six centuries from 1300 to 1900 there were up to 30 episodes of severe famine. Between 1290 and 1400
there were around a dozen, mostly clustering in the decades before and including the Great European Famine of 1315-17. Another
dozen or so occurred between 1500 and 1750. After 1750 there were several periods of acute regional shortages, culminating in
the Great Famine of 1845-9.
The famines experienced in Ireland over the centuries illustrate their nature both as event and structure. Bad weather in 1294-6 and
1308-10, for example, damaged grain crops, resulting in many deaths. In 1315-17 wet weather produced devastating famine
throughout Europe, exacerbated in the Irish case by Edward Bruce’s scorched earth policy. Heavy rains destroyed crops in 1330-1
and the price of wheat and oats rose manyfold. A century later in 1433 a severe famine led to ‘the summer of slight acquaintance’.
In 1504-5 continual rain and storms ruined crops, and cattle disease decimated livestock. The 17th century was also heralded by
bad weather, famine, and disease. The rising of 1641 ravaged crops and precipitated famine. Two famines in the 18th century,
1728-9 and 1740-1, caused great suffering. The famine of 1740 is noteworthy as the first potato crisis; in terms of mortality rates,
it may have been greater than the Great Famine of 1845-9. The latter earns the sobriquet because it was the last and best
remembered. But for ‘this great calamity’, it is doubtful that Ireland would be regarded as more famine-prone than other European
countries.
A fungal disease, Phytophthora infestans, commonly called potato blight, damaged the crops. Its origins are unclear, though bird
droppings imported as fertilizer from South America have been suggested as a likely source. The first region of Europe to be
affected by blight was Belgium in June 1845. Transmission to Ireland was swift, the first signs appearing in September 1845.
Relief measures
To cope with the loss of a large part of the staple diet of one-third of the population, relief measures were implemented by private
organizations and by government. The Society of Friends was at the forefront, providing food, clothing, cooking equipment, seeds
and money. Their kitchens dispensed soup in towns, cities, and rural districts. Religious houses, churches, and some local gentry
were also involved in philanthropic work.
Diseases
The severity of the Great Famine is indicated by the widespread incidence of disease. The potato-eating population had become
accustomed to a diet rich in vitamin C and quickly succumbed to scurvy. Symptoms of marasmus and kwashiorkor, although not
identified as such, were described in the medical journals. The lack of vitamin A in the famine-constrained diet was manifest in
xerophthalmia - a disease causing blindness - among workhouse children.
Typhus and relapsing fever were the most common diseases afflicting the weakened population. Both were transmitted by the
body louse and famine conditions provided an ideal environment for spreading the infection as starving masses congregated in urban
centres searching for food. Typhus affected the small blood vessels, especially the brain and skin vessels, which explains frequently
described symptoms of delirium and stupor and the distinctive spotted rash. Relapsing fever, as the name implies, was characterized
by numerous relapses. It usually invaded its victims through the skin. Popular names included ‘gastric fever’ and ‘yellow fever’,
as some patients became jaundiced.
Typhus and relapsing fever were no respecters of persons, afflicting rich and poor, old and young, though mortality among the
rich was particularly high.
Deaths
In the absence of official figures we will never know precisely how many died. Neither was there systematic enumeration of
emigrants. Estimates of excess mortality range from half a million to just over one million; recent research supports the latter figure.
The highest levels of mortality occurred in Connacht, and the lowest in Leinster. More died of disease than starvation; the old and
the very young were particularly vulnerable.
Evictions
The pace of evictions increased during the Famine. The ruthlessness of many landlords stemmed from two problems: drastic
reduction in rent receipts and rising taxation. Experience varied from district to district. Reliable figures are unavailable before
1849, but in that year the constabulary recorded the eviction of over 90,000 people, increasing to over 100,000 in 1850.
Legacies
The legacies of the Famine were several. The population declined by one-fifth between 1845 and 1851 and never regained its
pre-Famine level. The cottier class was decimated, altering the social structure of Irish society. Many thousands escaped hunger
by emigrating to Britain, North America, and Australia, accelerating an outward flow already established.
Longer-term causes
The immediate cause of the Great Famine was blight, but there were underlying forces that had resulted in 3 million people
subsisting on the potato.
One view would be that the disasters of 1845-9 represented the culmination of a long-term crisis resulting from rapid population
growth against a background of economic decline.
More recently some economic historians, pointing to the levelling off in population growth, to the progress of new,
agriculturally based manufacturing industries such as brewing, distilling, and flour milling, and to improvements in transport,
communications, and banking, have argued that the pre-Famine economy had not in fact ‘ground to a halt’.
In this perspective the failure of the potato should be seen as a massive exogenous blow dealt to an economy that had begun
to adjust to changing market conditions.
These contrasting perceptions are central to the debate on how far the Famine changed the course of Ireland’s development
in the 19th century. They also have at least an indirect bearing on the equally disputed question of whether the government of the
United Kingdom, notwithstanding prevailing ideology, could have been expected to have done more to alleviate distress in a part
of the world’s richest nation.
Landlord strategy
Landlord strategy was ruthless. The evicted were usually turned out on to the road by bailiffs supported by the police and army.
Cottages were ‘tumbled’ (pulled down) by the landlord’s ‘crowbar brigade’, and sanctions imposed on any neighbouring tenant who
sheltered the evicted families. At best, landowners would give the evicted a few pounds compensation for peaceful surrender, or
allow them to carry away their thatch.
A minority of Irish proprietors, such as George Henry Moore, MP, who refused to carry out evictions on his Galway estate, acted
humanely during the Famine. Most, however, either pursued their own self-interest or were powerless to act due to the debts,
mortgages and encumbrances on their estates. Wealthy absentees with British resources were often in a better position to help; some,
like the duke of Devonshire, spent lavishly, but most were indifferent and left their Irish agents to deal harshly with the crisis.
The records of evictions represent only a portion of those removed from their homes. Very large numbers were made to surrender
their holdings ‘voluntarily’ in order to obtain poor-law relief under the terms of the notorious ‘quarter-acre clause’. Many
proprietors took advantage of the situation to insist (illegally) that applicants pull down their cabins before receiving relief. Small
sums would be given in compensation to those who co-operated.
2D. ‘Boy and Girl at Cahera’, Co. Cork, Illustrated London News, 20 February 1847
The children gleaning stray potatoes in the empty fields are shown in rags to indicate their misery, with harrowed expressions, but
they are surprisingly well-muscled given that this is the third year of the Famine.
‘Boy and Girl at Cahera’ is, perhaps, the best-known famine illustration. The atmosphere of the picture is of misery and despair
as the two children scour a barren field in search of a potato or two that may have evaded blight and escaped the eye of previous
scavengers. The expression on the boy’s face is pained and his stance is of one starved of both food and heat. His clothes, and
those of the girl, are ragged. The girl’s hair is spiky and scant, a sign of severe starvation. On the other hand, the limbs of both
children appear sturdy, contrary to what one would expect in prolonged famine conditions.
Source 3B. Mullins Hut at Scull, Illustrated London News, 20 February, 1847
The local vicar is visiting the dying Mullins in his hut, Scull in Co. Cork. Mullins was dying of fever; his children were huddled
around embers of the turf fire; the vicar himself also died of fever shortly afterwards.
According to the magazine’ reporter,
‘A specimen of the in-door horrors of Scull may be seen in [a] ... sketch... of a poor man named Mullins, who lay dying
in a corner upon a heap of straw,... whilst his three wretched children crouched over a few embers of turf, as if to raise
the last remaining sparks of life. This poor man ... buried his wife some five days previously, and was in all probability
on the eve of joining her, when he was found out by the untiring efforts of the Vicar, who, for a few short days saved him
from that which no kindness could ultimately avert.... the dimensions of the hut do not exceed ten feet square ... [I] was
compelled to stand up to [my] ankles in the dirt and filth on the floor.
I have ... been lengthy in my details in order that you may be as well informed upon the subject as I can enable you to be;
and, bearing in mind the horrifying scenes that I have just witnessed, I entreat you to do the best you can for so much suffering
humanity; as this visit to the West will, I trust, assist in making this affliction known to the charitable public.’
3C. ‘Bridget O’Donnell and her Children’, Illustrated London News, 22 December 1849
Another illustration depicting famine victims shows Bridget O’Donnell and her Children, and again most of its poignancy comes
from the facial expressions and raggedness of the clothing. The limbs of the mother appear particularly sturdy, although the child
on the left has thin legs, one of which has texturing that could represent shadow or an open sore, the latter a common feature among
the severely malnourished.
This pathetic group is one of the few Famine illustrations showing clear signs of emaciation, and the desperation of the mother’s
expression is well rendered.
Eyewitness accounts confirm instances of extreme suffering. For example, Bridget O’Donnell and her family, subjects of an
illustration already referred to, were enduring not only starvation and sickness, but also homelessness. Prior to the food crisis, her
husband was a tenant holding a small parcel of land, but late in 1849 the family was evicted for non-payment of rent. Bridget was
left without a home. To add to her misfortunes she was ill with fever, as were her children, and she was expecting another child.
The child was born dead, and her thirteen-year-old son died of hunger. Even some hardened administrators were sometimes
shocked by the scenes they saw. Captain Arthur Kennedy, a Poor Law inspector, recounted years later how he felt at the time:
I can tell you . . . that there were days in that western county [Clare] when I came back from some scene of eviction so
maddened by the sights of hunger and misery I had seen in the day’s work that I felt disposed to take the gun from behind
my door and shoot the first landlord I met.
3F. Miss Kennedy Distributing Clothing at Kilrush, Co. Clare, Illustrated London News, 22 December 1849
A government official’s daughter, aged seven, Miss Kennedy’s daily occupation was ‘distributing clothing to the wretched children
brought around her by their more wretched parents.... one woman crouched like a monkey ... drawing around her the only rag she
had left to conceal her nudity.’
‘So completely did the misery of the poor occupy her thoughts that ... she gave up her time and her own little means to relieve
them. She gave away her own clothes ... and then she purchased coarse materials, and made up clothing for children her own age
... and she devoted herself with all the energy and perseverance of a mature and staid matron to the holy office she has undertaken.
The Sketch will, I hope, immortalize the beneficent child, who is filling the place of a saint, and performing the duties of a patriot.’
3L. The Cork Society of Friend’s Soup House, Illustrated London News, 16 January 1847
Here is a well-organised Quaker soup kitchen with its servers and their elegantly dressed supervisors: but where are the hungry
masses? Can the soup house really have been so peaceful and unhurried, with famine at the door?
As Famine continued, it gradually became clear that what was needed was free, hot, cooked food. This was provided in Soup
Kitchens. These were first set up by the Quakers, but were taken over by the government in the summer of 1847. Since, according
to one official recipe, almost two gallons of ‘excellent’ soup (consisting of bones, peas, a carrot, an onion, bruised celery seed, salt
and pepper and water) could be made for less than 5p, it was a cheap and effective way of assisting deserving people. As one
government official said,
The soup system promises to be a great resource ... It will have the double effect of feeding the people at a lower price
and economising our meal.
In August 1847 three million people were being fed daily in this way. It was an incredible figure considering the red-tape
involved, with the issue of ration cards only to clean and unemployed families. The soup prevented starvation in the dire year of
1847. The Vitamin C it contained also probably helped to prevent scurvy, with its ulcers and haemorrhages, among the poor.
3M. ‘Leaving Ireland - the Priests’s Blessing’, Illustrated London News, 10 May 1851
Ireland was a different, more sober, and less crowded, place after the famine. Over a million died. A further million fled from the
stricken land. They often left more like refugees than ordinary emigrants to seek a new life in America, Australia, and Britain.
‘None perhaps feel more severely the departure of the peasantry than the Roman Catholic clergy .... Yet none take a more active
part in seeing them safely out of the country ... my rev. friend ... had a word of advice to Pat, a caution to Nelly, a suggestion to
Mick; and he made a promise to Dan to take care of the ‘old woman’, until the five pounds came to his "Reverence" to send her
over to America ... he turned his moistened eyes towards heaven, and asked the blessing of the Almighty upon the wanderers during
their long and weary journey.’
3N. ‘Sale of Indian Corn Cork’, Illustrated London News, 4 April 1846
To ease the food crisis, the government imported Indian corn (maize) from America - enough in the first instance to feed half a
million people at a rate of 450 grams of meal a day. The aim was not to feed all the people but to regulate the prince of provisions.
When sales began in Cork depots in April 1846, ‘the crowds of poor persons who gathered round them were so turbulently inclined
as to require the interference of the police, who remained there throughout the day.’
The maize was not given freely. It was sold at low cost, but, as the Famine continued, prices rose. A family needed a stone
of meal a day to survive. By November 1846, a stone of meal cost 15p.
The maize needed to be cooked carefully - very slowly - and many people lacked the skill and utensils to do this. Hunger drove
some people to eat it raw, which caused health problems.
Stay safe Developing a questioning disposition so The Unit challenges the image of
Safe from maltreatment, neglect, violence children do not take things at face value. people suffering from famine as
and sexual exploitation hapless victims.
Safe from accidental injury and death Challenging stereotypes and exploring
Safe from bullying and discrimination the histories of different people and their
Safe from crime and anti-social behaviour society or context.
in and out of school.
Have security, stability and cared for.
Enjoy and achieve Providing opportunities to explore and By providing a Unit that is not
Ready for school value child’s identity and place in the Anglo-centric in approach and
Achieve stretching national and world. looks at the ‘wider world’.
educational standards at primary school Providing opportunities to enjoy finding
Achieve personal and social development out exciting and interesting experiences A range of pedagogic devices are
and enjoy recreation. of different people in the past. used enabling all children to
Providing opportunities to enjoy and experience success.
reach their potential through a wide
range of teaching and learning
experiences (e.g. drama).
Make a positive contribution Providing opportunities to work Throughout the Unit children
Engage in decision-making and support the collaboratively, e.g. in discussion. work in a variety of grouping and
community and environment Providing an appreciation of a child’s ways.
Engage in law-abiding and positive place in the wider world by exploring
behaviour in and out of school the achievement of other people within The Unit challenges children to
Develop positive relationships and choose their society and other parts of the confront real issues in the world..
not to bully and discriminate world.
Develop self-confidence and successfully
deal with significant life changes and
challenges
Develop enterprising behaviour.
Achieve economic well-being Providing opportunities to develop The children communicate their
Engage in further education, employment literacy and communication skills to conclusions in a variety of ways
or training on leaving school explore historical issues. in the unit.
Ready for employment.
Live in decent homes and sustainable Providing opportunities for problem Problem solving is central to the
communities solving when exploring historical activities.
Access to transport and material good questions.
Live in households free from low income.
Developing critical abilities when The core of the Unit is to
examining sources such as artefacts, challenge popular concepts of
pictures etc. famine.