The 1916 Easter Rising

Lesson Overview

Subject: Drama
Year Group: Year 7
Duration: 50 minutes
Class Size: 27 students
Curriculum Area: Key Stage 3 – Drama (Historical and Cultural Contexts, Developing Performance Skills)
Objective: Students will explore the 1916 Easter Rising in Ireland through drama, developing an understanding of historical events, character perspectives, and the emotional impact of rebellion.

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Learning Outcomes

By the end of the lesson, students will:

• Understand the 1916 Easter Rising and its significance.
• Develop performance skills through role-play and dramatic tableaux.
• Explore emotion, conflict, and perspective in historical events.
• Work collaboratively in small groups to create an engaging and thought-provoking performance.

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Resources Needed

• Printed historical summaries of the Easter Rising
• Character role cards (leaders, rebels, civilians, British soldiers)
• A whistle for sound cues
• A small Irish flag for symbolic use in performance
• Pre-selected dramatic background music (soft instrumental)

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Lesson Structure

1. Starter Activity (5 Minutes) – Walking Through History

• Begin with an immersive introduction: The teacher describes Dublin in 1916, with students walking around the space as if they are people of the time (shopkeepers, rebels, soldiers, civilians).
• Teacher calls out key moments: "The rebels seize the General Post Office," "British troops arrive," "The city erupts in gunfire." Students react physically to each statement.

2. Context and Discussion (10 Minutes) – Understanding the Conflict

• Divide the students into small groups and distribute brief historical summaries of the Easter Rising (differentiated for various reading abilities).
• Discussion prompt: “What drives people to rebel? How does conflict affect everyday people?” After a few minutes, groups feedback their thoughts.
• Introduce four key perspectives:
  • Patrick Pearse & the Rebels (fighting for Irish freedom)
  • British Soldiers (representing law and order)
  • Irish Civilians (caught in the crossfire)
  • Political Figures (negotiating behind the scenes)

3. Group Drama Task (20 Minutes) – Tableaux & Role-Play

• In groups of 5-6, students receive a scenario based on real events of the Rising (e.g., "A family hides from gunfire," "A rebel leader delivers a final speech").
• They must create a three-frame tableau (a series of frozen images) that tells a story of their moment in time. Encourage them to consider facial expressions, body positioning, and emotions.
• Groups then develop one short dramatic scene (up to 1 minute) that brings one tableau to life with dialogue. Emphasise historical accuracy and emotions.

4. Performance & Reflection (10 Minutes) – Bringing History to Life

• Each group performs their tableau sequence and short scene.
• The audience provides feedback: What worked well? How did the performance capture the emotions of the event?
• The teacher asks students: If you were in the Easter Rising, what role would you have played and why?

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Plenary (5 Minutes) – Thought-Provoking Exit Task

• Students pair up and share one word that summarises their feelings about the Easter Rising.
• They write this word on a sticky note and place it onto a historical "timeline" at the front of the classroom.
• Final discussion prompts: Is rebellion necessary for change? Is violence justified for a cause?

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Assessment & Differentiation

Assessment

• Formative assessment during discussion (gauging understanding of historical context).
• Performance evaluation based on expression, engagement, and storytelling.
• Reflection task at the end to assess emotional connection and comprehension.

Differentiation

• Provide additional scaffolding (sentence starters, guided role-play cards).
• Challenge higher-ability students to integrate direct quotes from real historical figures.
• Give visual-based learners images of the Easter Rising to guide their performances.

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Extension Opportunity

For homework or a follow-up lesson:

• Option 1: Write a diary entry from the perspective of someone present in the Rising.
• Option 2: Create a short monologue from the viewpoint of a survivor, reflecting on the events years later.

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Teacher Reflection

• Did students engage with the topic emotionally and intellectually?
• Were they able to portray different perspectives effectively?
• How can this lesson be adapted for even deeper learning?

This lesson engages students in historical empathy, collaborative creativity, and dramatic expression, ensuring an immersive and memorable learning experience.