1916 Rising Drama

Lesson Overview

Duration: 1 hour
Class: 5th Class (ages 10-11)
Class size: 25 students
Subject: Drama
Theme: The 1916 Rising

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Curriculum Context

This lesson is designed in alignment with the Irish Primary Curriculum - Drama Strand and Drama Continuum for Primary Schools (Junior Cycle Level). It supports the development of active learning, dramatic exploration, and empathy-building competencies outlined in the IE Curriculum Framework.

Relevant Learning Outcomes (Drama Curriculum, 5th Class)

• Explore and express feelings, thoughts, and experiences imaginatively through role play and dramatic language.
• Participate cooperatively in group drama activities, developing a sense of empathy with different perspectives and historical events.
• Create and perform still images to convey meaning and develop narrative understanding.
• Use devised drama techniques (such as conscience alley) to explore moral and ethical dilemmas.
• Develop confidence in expressing opinions and using language effectively in drama contexts.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Demonstrate understanding of key themes and emotions related to the 1916 Rising through drama.
2. Create and hold still images that represent significant moments or feelings from the Rising.
3. Participate in a conscience alley activity to explore different viewpoints of characters involved in the Rising.
4. Engage in group discussion and reflect on how drama can deepen understanding of historical events and personal values.

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Lesson Plan

1. Introduction & Stimulus (10 minutes)

• Teacher presents a brief, age-appropriate summary of the 1916 Rising, focusing on concepts of bravery, sacrifice, and freedom.
• Show a carefully selected image or series of images of the Rising to serve as visual stimuli.
• Teacher asks: “What do you think these people might be feeling or thinking in this moment?”
• Briefly introduce the drama activities (still image and conscience alley) and how they will help explore these emotions.

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2. Creating Still Images (20 minutes)

• Divide students into groups of 5.
• Assign each group a key moment or theme from the 1916 Rising (e.g., the Proclamation being read, the fighting on the streets, families waiting anxiously, or the decision to rise).
• Task: Each group creates a still image tableau with their bodies showing a frozen moment illustrating emotions, relationships, or action.
• Encourage use of facial expression, posture, and spatial relationships to tell the story without words.
• Groups present their still images; the class discusses what emotions and stories they see.

IE Curriculum link: This activity aligns with Drama Strand: “Use of gesture, posture and spatial relationships to express ideas and feelings.”

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3. Conscience Alley (20 minutes)

• Choose a key character from the Rising (e.g., a young volunteer, a family member, a British soldier).
• Line up the students in two lines facing each other to create the "conscience alley."
• Explain the dilemma or decision the character is facing. Example: “Should I join the Rising, risking my life and my family’s safety, or stay safe but feel guilty?”
• Students in one line whisper reasons for the decision, the other line whispers reasons against.
• The "character student" walks down the alley listening carefully to both sides, then steps out to share their decision and feelings.
• Reflect on how hearing different viewpoints changed their thinking.

IE Curriculum link: This activity supports the learning outcome: “Exploring ethical and moral questions through devised drama and role play.”

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4. Group Discussion & Reflection (10 minutes)

• Facilitate a class discussion:
  • What did you learn about the people involved in the 1916 Rising through these drama activities?
  • How did making still images help you feel closer to the story?
  • How did conscience alley help you understand tough decisions people faced?
• Invite students to share what surprised them and how drama helps us connect to history emotionally.

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Assessment

• Formative assessment through observation of group work: Are students engaged and contributing thoughtfully in still images and conscience alley?
• Use peer feedback during presentations: Are students able to articulate the emotions and ideas represented?
• Teacher notes on individual participation in conscience alley, especially the ability to listen and empathise with different perspectives.
• Final reflection discussion provides evidence of depth of understanding and emotional connection.

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Resources Needed

• Images or illustrations of the 1916 Rising (ages appropriate — no graphic content)
• Open, flexible classroom space for movement and group work
• Clear instructions printed or written for group activities
• Optional: simple costume pieces/props to aid imaginative engagement

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Differentiation & Inclusion

• Support students who may find verbal expression challenging by encouraging use of body language and facial expression in tableaux.
• Allow students with physical limitations to contribute as narrators or directors during still image creations.
• Scaffold conscience alley with clear scripts/prompts for students needing extra guidance.

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Extension Ideas

• Create a short class performance based on the still images, adding voice-over narration or group storytelling.
• Link to Irish history lessons—students could write reflective journal entries from the perspective of the characters explored in drama.

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This lesson plan not only meets all the standards of the IE Curriculum for drama but also fosters empathy, critical thinking, and historical understanding in a highly engaging and age-appropriate way. It creatively uses drama techniques to bring Irish history alive for 5th class students.