Voices of the Past: Exploring Change and Continuity · 6th Class

Active learning ideas

The Treaty Debate and Civil War Causes

Active learning works for this topic because it transforms abstract political divisions into concrete, personal stakes for students. By debating, role-playing, and analyzing primary sources, learners move beyond memorizing dates to grapple with the real-world consequences of treaty terms and ideological splits.

• NCCA Curriculum Specifications
• NCCA: Primary - Politics, Conflict and Society
• NCCA: Primary - Continuity and Change Over Time

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Formal Debate
• 45 min · Small Groups

Debate Carousel: Treaty Arguments

Divide class into pro-Treaty and anti-Treaty groups. Each group prepares three key arguments using provided sources. Groups rotate to defend positions at four stations, with observers noting strengths. Conclude with a whole-class vote and reflection.

Explain why the Anglo-Irish Treaty caused such a profound split within the independence movement.

Facilitation Tip

For the Debate Carousel, assign clear time limits for each speaker and provide a graphic organizer to track pro- and anti-Treaty arguments as they emerge.

What to look for

Pose the question: 'Imagine you are a TD (Teachta Dála) in 1922. Based on the arguments presented by both sides, which way would you vote on the Anglo-Irish Treaty and why?' Facilitate a class debate where students must justify their chosen stance using specific points from the pro- and anti-Treaty positions.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 02

• Formal Debate
• 50 min · Whole Class

Role-Play Trial: Treaty Verdict

Assign roles as Collins, de Valera, and witnesses. Prosecution and defense present cases on whether the Treaty betrayed Ireland. Jury deliberates and delivers verdict. Follow with discussion on real outcomes.

Differentiate between the arguments of pro-Treaty and anti-Treaty factions.

Facilitation Tip

In the Role-Play Trial, assign roles in advance and give students 10 minutes to review their character’s motivations and key documents before proceedings begin.

What to look for

Students write two sentences explaining the main reason the pro-Treaty side accepted the Anglo-Irish Treaty. Then, they write two sentences explaining the main reason the anti-Treaty side rejected it. This checks their ability to differentiate the core arguments.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 03

• Formal Debate
• 30 min · Pairs

Timeline Mapping: Path to Civil War

Pairs sequence Treaty events on a shared timeline strip. Add cause-effect arrows linking decisions to war outbreak. Groups merge timelines and present one flashpoint prediction.

Predict the long-term consequences of the Civil War on Irish politics and society.

Facilitation Tip

During Timeline Mapping, provide pre-printed event cards with dates and brief descriptions so students focus on sequencing rather than research.

What to look for

Present students with a short list of statements about the Treaty and Civil War. Ask them to label each statement as 'True' or 'False' and provide a one-sentence correction for any false statements. This assesses their recall of key facts and understanding of cause and effect.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 04

• Formal Debate
• 40 min · Small Groups

Source Stations: Faction Views

Set up stations with speeches, posters, and newspaper excerpts. Small groups analyze one source per station, noting biases. Rotate twice, then share findings in a class chart.

Explain why the Anglo-Irish Treaty caused such a profound split within the independence movement.

Facilitation Tip

At Source Stations, use a jigsaw structure so each student contributes one perspective to their group’s synthesis of pro- and anti-Treaty arguments.

What to look for

Pose the question: 'Imagine you are a TD (Teachta Dála) in 1922. Based on the arguments presented by both sides, which way would you vote on the Anglo-Irish Treaty and why?' Facilitate a class debate where students must justify their chosen stance using specific points from the pro- and anti-Treaty positions.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

A few notes on teaching this unit

Experienced teachers approach this topic by framing it as a study of human choices under pressure, not just a sequence of historical events. They avoid simplifying the debate into ‘good vs. evil’ by using primary sources to reveal the strategic logic behind each stance. Research suggests students retain more when they role-play decisions, so allocate time for reflection on what they would have done in 1922.

Successful learning looks like students articulating both sides of the Treaty debate with evidence, identifying key events leading to civil war, and explaining how compromises or intransigence shaped Ireland’s future. They should also demonstrate empathy for perspectives outside their own initial views.

---

Watch Out for These Misconceptions

• During Debate Carousel, watch for students simplifying the pro-Treaty side as 'surrendering to Britain.'

  Use the pro-Treaty arguments from the Debate Carousel organizers to highlight their emphasis on practical gains, such as securing immediate self-government and avoiding further bloodshed, and ask students to identify which trade-offs they find most compelling.

• During Timeline Mapping, watch for students assuming the Civil War was inevitable.

  After students arrange the timeline events, pause to discuss: 'Which events could have been resolved differently?' Have them annotate the timeline with alternative outcomes based on the sources they reviewed.

• During Source Stations, watch for students dismissing anti-Treaty arguments as 'unrealistic.'

  Ask students to rank the anti-Treaty sources by feasibility and explain their rankings, using the station’s primary materials to justify whether alternatives like external mediation were viable or symbolic.

---

Methods used in this brief

• Formal Debate