Ireland in Schools Birmingham Pilot Scheme

English & Irish history for primary schools Version 3, 11 September 2007

The pirates Grace O’Malley & Sir Francis Drake:

goodies or baddies?

Contents
About this unit/helpful texts/lesson plans
Lessons, sources & worksheets
1. What is a pirate?
2. Are all pirates outlaws?
3. Why did Elizabeth I meet the pirates Grace and Drake?
4. Have the stories of Grace and Drake changed your views of pirates?

Notes
1. The pirates in Lesson 1
2. More about Grace O’Malley and Sir Francis Drake on the Internet
3. What did Grace O’Malley look like?
4. Drake's shopping list for the circumnavigation
5. Every Child Matters

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 Britain and the wider world in Tudor Children will be expected to have had
times. prior knowledge of pirates and conflicts
between Catholics and Protestants in
The key question asks: The pirates Grace O’Malley and Sir Francis Tudor times.
Drake: goodies or baddies?
It would be helpful if the children had
Using a variety of stimulus material, the unit encourages children to some understanding of historical
explore the past by examining the image and reality of pirates, with interpretations and the use of sources.
particular reference to Grace O’Malley and Sir Francis Drake.

The key question leads children to consider what are the characteristics
of a pirate in popular culture, fiction and history; to challenge
stereotypes in the light of historical enquiry; and to develop a more
nuanced concept of a pirate.

The key question also lead to a better understanding of the complexities

of life and values in Tudor times.

The unit also offers scope for work in Literacy and Music.

National Curriculum Historical objectives - Key Stage 2

1. Chronological understanding
a. place events, people and changes into correct
periods of time
b. use dates and vocabulary relating to the passing of
time
2. Knowledge and understanding of events, people and
changes in the past
a. characteristic features of the periods and societies
studied
b. the social, cultural, religious and ethnic diversity of
the societies studied in Britain and the wider world
c. identify and describe reasons for, and results of,
historical events, situations, and changes in the
periods studied
3. Historical interpretation
recognise that the past is represented and interpreted
in different ways, and to give reasons for this
4. Historical enquiry
a. find out about events, people and changes ... from
an appropriate range of sources of information,
including ICT-based sources
b. ask and answer questions, and to select and
record information, relevant to the focus of the
enquiry
5. Organisation and communication
a. recall, select and organise historical information
c. communicate their knowledge and understanding
of history in a variety of ways.

Every Child Matters

The unit fully embraces the Every Child Matters strategy - see Note 5.

Helpful texts
Sir Francis Drake & His Daring Deeds by Andrew Donkin
Scholastic, Horribly Famous series, 0-43995-400-2
Avoid Sailing with Francis Drake by David Stewart
The Danger Zone series, Book House, 1-90508-752-7
Rivalry & Conflict by Austin Logan & Kathleen Gormley
Colourpoint Books, 1-89839-212-9 (‘An illustrated
introduction to the main events in Britain, Ireland and
Europe’, late 16th to early 18th centuries)
Lesson plans on following page.
Granuaile. Chieftain, Pirate, Trader by Mary Moriarty
O’Brien Press, 0-86278-162-0
Granuaile. The Life & Times of Grace O’Malley by Anne
Chambers, Wolfhound Press, 0-86327-631-8
Granuaile. The Pirate Queen by Morgan Llywelyn
O’Brien Press, 0-86278-578-2 (historical fiction)
The Ghost of Grania O’Malley by Michael Morpurgo
Egmont, 0-74974-691-2

IiS, Pirates: goodies or baddies?, 2

 Lesson Key Starter Activities History
question NC
1 What is a Thought-shower 1. Modelling exercise. Watch the Lazy Town video ‘You are a Pirate’ 3
pirate? pirates on the outline video http://uk.youtube.com/watch?v=3AzpByR3MvI 4a*, b*
of a person on the (for karaoke version, go to 5a, c
wall (whiteboard or http://www.youtube.com/watch?v=_ylIuTCn02s).
sugar paper): What have they done to look like pirates? How can you tell that they
- who are they? are not really pirates?
- what do they look 2. In groups, and using the Pirate Surveillance Report form, research
like? real and fictional pirates on the Internet: Blackbeard, Anne Bonny,
- what are they like? Captain Hook, Francois L’Ollonais, Long John Silver and Jack
- when did they live? Sparrow. Who is the least scary and who is the most scary? Place
Put the more them all on a continuum line, with the least scary on the left and most
important scary on the right. Justify your decisions.
characteristics in the 3. Feed back decisions.
middle and the others Identify which are real and which are fictional pirates and decide
towards the outside. whether fictional pirates are more scary than the real one.
4. Plenary. What makes a pirate? Review you initial thought-shower
and add to or change the list surrounding the person on the wall.

2 Are all Should pirates be 1. Show collage of two Elizabethan pirates, Grace O’Malley and Sir 2a*, b
pirates punished? Francis Drake, with residences, ships, statues, meeting with Elizabeth 4b*
outlaws? How should they be I. 5a, c
punished? Divide class into two, one to look at Grace, the other at Drake. What
can you tell about Grace and Drake from these pictures?
2. Whole class. Look for similarities and difference between Grace
and Drake.
Look at the coats of arms. Which one belongs to Grace. Which one
belongs to Drake? Place the coats of arms in the appropriate
centerpieces of the collages. Justify our decisions
3. Whole class. How far do Grace and Drake fit your ideas about
pirates and how they should be punished?
4. Plenary. What do you need to find out to explain the pictures of
these two pirates meeting Queen Elizabeth?
(Questions could include: what had Grace and Drake done to come
to the attention of the queen; were they famous; had they killed
anyone; why would the queen want to meet pirates; why were they
not in chains; why did they want to meet the queen; why are they
not at sea.)

3 Why did Look at the pictures 1. Using the cards provided, and looking at the information sheet, 1a, b
Elizabeth I of Elizabeth meeting sequence the events of the lives of Grace and Drake. Pick out what you 2a*, b, c*
meet the Grace and Drake. think are the most important three events in each of their lives and put 5a, c
pirates Use thought bubbles them on a fortune line.
Grace and to show what she 2. Find qualities or characteristics which explain why Elizabeth met
Drake? might be thinking. Grace and Drake. Have you mentioned any of the qualities in your
thought-shower from Lesson 1?
3. What effect did the meeting have on their lives?

4 Have the Listen to or sing 1. Grace and Drake: goodies or baddies? 2a*
stories of these two songs a. Split class into four groups. Using the cards from Lesson 3, Group 1 3*
Grace and about Grace and chooses an event which shows Grace in an heroic light; Group 2 5a, c
Drake Drake: Óró sé do chooses an event which shows Grace in a bad light; Group 3 chooses
changed bheatha ‘bhaile an event which shows Drake in an heroic light; Group 4 chooses an
your views (‘You Are Welcome event which shows Drake in a bad light.
of pirates? Home’) and Drake’s b. As a class, match each group’s perceptions to the following: an Irish
Drum. person; an English person, a Spanish person, a West African slave.*
What do they say c. As a class, who of these would be happy with the songs about Grace
about Grace and and Drake and who would be offended by them.
Drake? 2. Plenary. Show role on the wall. In the light of stories of Grace and
Drake, have you views of pirates changed. If so how. If so, amend the
role on the wall.
* Note . This could be dealt with at several levels.

NB. If you have difficulty in obtaining resources from the Internet, please contact Ireland in Schools at:
iisresources@yahoo.co.uk.

IiS, Pirates: goodies or baddies?, 3

Lesson 1
What is a pirate?

Starter Activities History

NC

Thought-shower 1. Modelling exercise. Watch the Lazy Town video ‘You are a 3
pirates on the Pirate’ video: http://uk.youtube.com/watch?v=3AzpByR3MvI* 4a*, b*
outline of a person What have they done to look like pirates? How can you tell 5a, c
on the wall that they are not really pirates?
(whiteboard or sugar 2. In groups, and using Pirate Surveillance Report form,**
paper): research real and fictional pirates on the Internet:
-who are they? Blackbeard, Anne Bonny, Captain Hook, Francois L’Ollonais,
-what do they look Long John Silver and Jack Sparrow. Who is the least scary
like? and who is the most scary? Place them all on a continuum line,
-what are they like? with the least scary on the left and most scary on the right.
-when did they live? Justify your decisions.
Put the more 3. Feed back decisions.
important Identify which are real and which are fictional pirates and
characteristics in decide whether fictional pirates are more scary than the real
the middle and the one.
others towards the 4. Plenary. What makes a pirate? Review you initial thought-
outside. shower and add to or change the list surrounding the person
on the wall.
* For a karaoke version, go to http://www.youtube.com/watch?v=_ylIuTCn02s.
For a Pirates of the Caribbean version, go to http://www.youtube.com/watch?v=3NpSG0h_bo0.
**The pirate flag is Blackbeard’s.

L1, Activity 1
Lazy Town video ‘You are a Pirate’ video: http://www.youtube.com/watch?v=bEBbu-wkKrs

IiS, Pirates: goodies or baddies?, 4

L1, Activity 1
Possible starting points for internet search

Blackbeard http://en.wikipedia.org/wiki/Blackbeard
(Edward Teach) http://www.nationalgeographic.com/pirates/bbeard.html
http://www.elizabethan-era.org.uk/blackbeard.htm

Anne Bonny http://en.wikipedia.org/wiki/Anne_Bonny

http://www.thepiratesrealm.com/Anne%20Bonny.html
www.thewayofthepirates.com/famous-pirates/anne-bonny.php

Captain Hook http://en.wikipedia.org/wiki/Captain_Hook

http://disney.go.com/vault/archives/villains/hook/hook.html
http://clevermedia.tv/piratejokes/piratejokes20060721.html

Francois L’Ollonais http://en.wikipedia.org/wiki/Fran%C3%A7ois_l’Ollonais

(Jean David Nau) http://www.cindyvallar.com/lollonais.html
http://www.thewayofthepirates.com/famous-pirates/francois-lollonais.php

Long John Silver http://en.wikipedia.org/wiki/Long_John_Silver

http://www.ukoln.ac.uk/services/treasure/contents.html
http://www.youtube.com/watch?v=6H7B-GDzKHk

Jack Sparrow http://en.wikipedia.org/wiki/Jack_Sparrow

http://jacksparrow.moonfruit.com/
http://www.dailymail.co.uk/pages/live/femail/article.html?in_article_id=457724
&in_page_id=1879

IiS, Pirates: goodies or baddies?, 5

X
L1, Activity 2
Office of the Pirate Hunter General
Pirate Surveillance Report
SAY NO TO PIRATES

You are a senior naval spy out to catch a notorious pirate.

You have to collect as much information as possible on this form.

1. Personal
Name: Date of birth Male/female: Relationship(s)
(if known): (if any):

2. Appearance (What do they look like?)

Face:

Clothes:

Most important distinguishing feature: Any other distinguishing features:

3. Methods & location (How & where do they operate?)

Type of ship: Name of ship: Weapon of choice: Personal flag (if any):

Where do they operate? Most important deeds:

4. Scariness factor:
Rate on the following scale (1 least scary; 10 most scary). Put a ring round your choice.

1 2 3 5 6 7 8 9 10

5. Suggested punishment: 6. Any other comments:

Signed: _____________________________ Date: _____________________

SENIOR NAVAL SPY FIRST CLASS Form no: PHG/PSR01

IiS, Pirates: goodies or baddies?, 6

 Continuum line Do you know whose flag this is?

IiS, Pirates: goodies or baddies?, 7

1 2 3 4 5 6 7 8 9 10

Least scary Most scary

Lesson 2
Are all pirates outlaws?

Starter Activities History

NC

Should pirates be 1. Show collage of two Elizabethan pirates, Grace O’Malley and 2a*, b
punished? Sir Francis Drake, with residences, ships, statues, meeting with 4b*
How should they Elizabeth I. 5a, c
be punished? Divide class into two, one to look at Grace, the other at Drake.
What can you tell about Grace and Drake from these pictures?
2. Whole class. Look for similarities and difference between
Grace and Drake.
Look at the coats of arms.* Which one belongs to Grace. Which
one belongs to Drake? Place the coats of arms in the appropriate
centerpieces of the collages. Justify our decisions.
3. Whole class. How far do Grace and Drake fit your ideas about
pirates and how they should be punished?
4. Plenary. What do you need to find out to explain the pictures
of these two pirates meeting Queen Elizabeth?
(Questions could include: what had Grace and Drake done to
come to the attention of the queen; were they famous; had they
killed anyone; why would the queen want to meet pirates; why
were they not in chains; why did they want to meet the queen;
why are they not at sea.)
* Left: O’Malley coat of arms; ‘Powerful on land and sea’; ship, boar with bows/arrows, helmet, horse.
Right: Drake’s coat of arms: ‘With God’s help’ (top); ‘Greatness from small beginnings’ (bottom); stars argent, helmet;
globe; ship; waves.

IiS, Pirates: goodies or baddies?, 8

 Do you know that we do not L2, Activity 1
know what Grace really Collage
looked like? Grace O’Malley
There is no contemporary
Statue at
(16thcentury) of her and so
we have to use our Westport House
imaginations. Rockfleet Castle,
main home

Which
coat of arms
should be
placed here?

IiS, Pirates: goodies or baddies?, 9

Meeting
Elizabeth I
1593
(18thcentury engraving)
Grace’s
galley
(impression)
 L2, Activity 1
Collage
Sir Francis Drake
Statue at
Plymouth Hoe
Buckland Abbey
main home

Which
coat of arms
should be
placed here?

IiS, Pirates: goodies or baddies?, 10

Knighted by
Elizabeth I
1581
(19thcentury painting)
Golden Hind
(impression)
 Coats of Arms
L2, Activity 2

IiS, Pirates: goodies or baddies?, 11

Lesson 3
What is a pirate?

Starter Activities History

NC

Look at the 1. Using the cards provided, and looking at the information 1a, b
pictures of sheet, sequence the events of the lives of Grace and Drake. 2a*, b, c*
Elizabeth meeting Pick out what you think are the most important three events in 5a, c
Grace and Drake. each of their lives and put them on a fortune line.
Use thought 2. Find qualities or characteristics which explain why Elizabeth
bubbles to show met Grace and Drake. Have you mentioned any of the qualities
what she might be in your thought-shower from Lesson 1?
thinking. 3. What effect did the meeting have on their lives?

L3, Starter

IiS, Pirates: goodies or baddies?, 12

 Grace O’Malley was born in 1530, Francis Drake
in 1534, probably. For most of their lives, Queen
Elizabeth I ruled England and came to rule the
whole of Ireland.
It was a time when religion was extremely
important to people and England had become
Protestant and was determined to remain so.
It was also a time when England was growing in
population, power and wealth, and was also
becoming more outward looking.
It was anxious for more trade and for a share
in the profits which other European countries
were making in the ‘New World’.
IiS, Pirates: goodies or baddies?, 13
Logan & Gormley,Rivalry & Conflict, pp 8-9
As a Protestant, English sailor, Drake’s story Arguments about religion and trade meant that
was relatively straightforward. He attacked England was at war with Spain for much of
the Spanish and helped to subdue Ireland. Drake’s and Grace’s lives.
Under Philip II, Spain was the leading Catholic
country in Europe. It was also the one making
# Catholic countries most profit from the ‘New World’.
# Protestant countries
Arguments about religion and resources also
IRELAND
meant that England was at war with Ireland
for much of the lives of Grace and Drake.
Ireland remained Catholic, an ally of Spain and
a source of fertile land.
SPAIN
Most of its leading chieftains did not want to
accept Tudor rule.
Grace’s story was not so simple. As a Catholic,
Irish chieftain, he attacked Spanish merchant
ships and either attacked the English in
Ireland or tried to make peace with them.
L3, Activity 1: Information card
L3, Activity 1: Cards for sorting - Grace O’Malley
O’Malley galleys in 1559
There are three very good galleys* belonging
to the O’Malleys that will carry 300 men
apiece.
These, if employed by Her Majesty, would
do much good in the north, and the
O’Malleys are much feared everywhere by sea.
There are no galleys in Ireland but these.
G1. English view of Grace’s usefulness, 1559.
* Large ships using oars.
In 1577, Grace was imprisoned in the rat-
infested dungeons of Dublin Castle. Many of
those captured with were hanged but Grace
was lucky. She was released in 1579 on
condition that she gave up her pirate career.
G3. Historian’s account to Grace imprisonment.
G5. Grace’s son Tibbott (Toby-of-the-Ships) was born
aboard her ship. She defended her new-born son from an
attack from Barbary Pirates.
‘Terrified English
soldiers flee Hen’s
Castle as Grace’s
men pour molten
metal down on them.’
Grace let people
know that she was in
charge after the
death of her
husband, Donal the
Cock.
G7. The defence of Hens castle, formerly Cock’s Castle
IiS, Pirates: goodies or baddies?, 14
Grace O'Malley has not acted like a woman and
has caused a lot of problems as chief
commander and director of thieves and
murderers at sea. She has thieved from this
part of Ireland.
G2. English view of Grace’s activities, 1578.
Elizabeth officials in Ireland refused to
honour the queen’s promise that Grace should
live in peace with her lands and property should
be restored.
Grace died, probably in 1603. It is not
absolutely certain where she was buried.
G4. A summary of Grace’s declining years.
Elizabeth's governor in the west of Ireland
took Grace’s lands and cattle, and even put her
in jail.
Finally, in 1593, Grace wrote to Queen
Elizabeth I to complain about his behaviour.
She successfully asked for all her property
back and for permission 'to invade with sword’
Elizabeth’s enemies.
G6. Grace’s petition to Elizabeth I, 1593.
My dear Toby,
Are you well, my son? ... Learn your letters,
study Latin, and memorise the names of the
major seaports. Your older brothers ... are
merely simple warriors, all strength and
shouting. I want more than that for you.
Against an enemy as powerful as the English it
is necessary to fight with one’s brain.
Fortunately you and I both inherited good
brains....
Always,
Granuaile
G8. A modern author, Morgan Llywelyn, imagines a letter
Grace might have written to Tibbott - Toby was their
secret name for him - in 1575.
 ‘Upset when her father ‘An angry Grace
refused to take her on sets out to take
a [sea] trip because revenge on her son,
she was a girl, the Murrough, who had
story goes that Grace supported the
cut off her hair and English against her.’
donned male clothes.’
She killed some of
his men and filled
her boats with
cattle and other
goods.

G9. Grace loved the sea from an early age. 10. Grace could be very ruthless.
HOWTH HEIR HIJACKED
Insulted and angry, Grace O’Malley
seized the Lord Howth’s son and
heir, and took him to her castle.
She only returned him after Lord
Howth promised that the gates of
Howth Castle, would never again
be closed to anyone looking for
hospitality.
He also promised that an extra
plate would always be laid at the
dinner table.
The cause of the trouble was
that, on returning from a trading
expedition, Grace had been
refused her dinner at the Castle.
G11. 'The Legend of Howth Castle'. To this day an extra
place is set at the dinner table in Howth Castle.

IiS, Pirates: goodies or baddies?, 15

 G12. Grace’s sheltered but strategically-placed territory in Mayo (in red) and neighbouring counties
Galway and Clare - in light red) in the west of Ireland, the province of Connaught or Connacht.

Acknowledgements: Chambers, Granuaile (G12), Llywelyn, Granuaile. The Pirate Queen (G8); Moriarty, Granuaile. Chieftain,
Pirate, Trader (G7, 9, 10); Terry Deary, Horrible Histories. Ireland, Scholastic, 0-43901-436-0 (G5).

IiS, Pirates: goodies or baddies?, 16

L3, Activity 1: Cards for sorting - Sir Francis Drake
D1. The Defence of Cadiz against Sir Francis Drake,
Spaning painting, 1634. In the ‘singeing of the King of
Spain’s beard’ in April 1587, Drake and his crew burnt or
stole 38 Spanish ships to delay the Armada.
Drake nearly lost his life and reputation in
1568 when taking part in the slave trade with
the Spanish colonies.
He and his boss, John Hawkins, were stopped
by large Spanish force at San Juan de Ullua.
They made an agreement with their captors,
but still the Spanish attacked.
Many were killed and Drake hastily returned
to Plymouth. Hawkins accused him of desertion.
Drake became Spain’s deadly enemy.
D3. Disaster: a crucial moment in Drake’s life.
The 23 [day] we set saile and stood up again
for Puerto Bello ...
The 28 at 4 of the clocke in the morning our
Generall sir Francis Drake departed this life,
having bene extremely sicke of a fluxe,* which
began the night before to stop on him. He
used some speeches at or a little before his
†
death, rising and apparelling himselfe, but
being brought to bed againe within one houre
died.
D5. Drake’s death at sea in January 1596, as told by an
Englishmen whom Drake commanded on his last voyage.
* Dysentery; † Dressing.
IiS, Pirates: goodies or baddies?, 17
On 26 July 1575, Drake played a part in a
shameful massacre of England's opponents in
Ireland.
After the surrender of main castle on
Rathlin Island, the English massacred its 200
occupants and then killed 400 others hiding in
caves and cliffs.
Queen Elizabeth congratulated her men on
their success.
D2. Historian’s account of the ‘Rathlin massacre’, which
took place on Rathlin Island, off Ireland’s north coast.
Booty
Queen Elizabeth's share of the booty that Sir
Francis Drake brought back from his voyage
around the world was enough to pay off
England's debts.
She had financed the voyage with £1,000.
She received £47,000 back.
Drake received £10,000 himself, which made
him an extremely wealthy man in the 1500s.
Drake's crew received not an single pound.
D4. Historian’s estimate of the financial gains made from
Drake’s circumnavigation.
D6. Drakes early ambitions, from Drake’s Secret Logbook,
24 August 1547, by Andrew Donkin.
When the Spanish Armada was spotted off the
coast, Drake refused to interrupt his game of
bowls.
D7. The Spanish Armada, 19 July 1558. Some say he
knew the tide was against them and the English ships
could not leave harbour for a few hours.
D9. ‘Francis Drake’s Hat Stolen by Indian’ near Rio de la Plata, 1578. Note the burning Spanish ship.
In 1572, Drake's first major independent
enterprise - to the Panama isthmus - nearly
ended in disaster.
He tried to capture the town of Nombre de
Dios, which was full of Spanish gold and silver.
He had to give up when he was wounded.
Luckily, he stayed around. The next year he
robbed a richly laden mule train of the huge
sum of £20,000 in gold and silver.
D10. Drake’s first independent success- in alliance with a
French buccaneer, Guillaume Le Testu.
IiS, Pirates: goodies or baddies?, 18
D8. Dining on penguins, from Drake’s Secret Logbook,
Magellan Strait, 24-25 August 1579, by Andrew Donkin.
DRAKE DISPOSES OF DOUGHTY
Drake had his close friend Thomas Doughty
beheaded for encouraging mutiny.
His head was held up as a warning
to the rest of the crew.
The crew had become angry
when they realised that they were
not going to collect currants from
Egypt.
Instead, they were sailing where
no English ship had sailed before.
D11. The execution of Thomas Doughty, June 1578.
Drake did allow him tom choose his last meal.
 D12. Drake’s circumnavigation, 1577-80.

Acknowledgements: Donkin, Sir Francis Drake & His Daring Deeds (D 6, 7, 8, 12).

IiS, Pirates: goodies or baddies?, 19

Lesson 4
Have the stories of Grace and Drake changed your views of pirates?

Starter Activities History

NC

Listen to or sing 1. Grace and Drake: goodies or baddies? 2a*

these two songs a. Split class into four groups. Using the cards from Lesson 3, 3*
about Grace and Group 1 chooses an event which shows Grace in an heroic light; 5a, c
Drake: Óró sé do Group 2 chooses an event which shows Grace in a bad light;
bheatha ‘bhaile Group 3 chooses an event which shows Drake in an heroic light;
(‘Your Are Group 4 chooses an event which shows Drake in a bad light.
Welcome Home’) b. As a class, match each group’s perceptions to the following: an
and Drake’s Drum. Irish person; an English person, a Spanish person, a West
What do they say African slave.*
about Grace and c. As a class, who of these would be happy with the songs about
Drake? Grace and Drake and who would be offended by them.
2. Plenary. Show role on the wall. In the light of stories of Grace
and Drake, have you views of pirates changed. If so how. If so,
amend the role on the wall.
*Note . This could be dealt with at several levels.

L4, Starter
Óró sé do bheatha ‘bhaile
Various version of can be downloaded from the Internet.

Best for singalong Clancy Brothers

static video but clear audio http://www.youtube.com/watch?v=03m7KbgchZ4
Fun Sinead O’Connor - video http://www.youtube.com/watch?v=ImW2sqzZNmQ
Blueridgecelticfusion Trasna - mp3 http://cdbaby.com/cd/trasna
Garage Green Man - mp3 (excerpt) http://www.garageband.com/song?%7Cpe1%7CS8LT
M0LdsaSkZFW3ZWs
Sentimental Wolfe Tones - video http://www.youtube.com/watch?v=RAay_nFMWkM
Film Wind that Shakes the
Barley http://www.youtube.com/watch?v=v9x6fG3QrBE
Marching song
Purist Darach Ó Catháin http://uk.youtube.com/watch?v=3AFRCWg_kOc

Drake’s Drum
There seems to be only one free download, an mp3 at:
www.klassikakzente.de.

The drum itself - right - is on display at Buckland Abbey.

IiS, Pirates: goodies or baddies?, 20

Drake’s Drum
DRAKE he’s in his hammock an’ a thousand mile away,
(Capten, art tha sleepin’ there below?)
Slung atween the round shot in Nombre Dios Bay,
An’ dreamin’ arl the time o’ Plymouth Hoe.
Yarnder lumes the island, yarnder lie the ships,
Wi’ sailor lads a-dancin’ heel-an’-toe,
An’ the shore-lights flashin’, an’ the night-tide
dashin’
He sees et arl so plainly as he saw et long ago.
The drum which went with Drake on his circumnavigation
has become something of a symbol - a rallying cry in times
of national emergencies. It is claimed that it can be heard
at times when England is at war or significant national event
takes place. For example, some said they heard the drum
when Britain’s greatest naval hero, Admiral Lord Nelson,
was made a freeman of Plymouth. The most recent
occasions on which the drum roll was said to have been
heard were during the Dunkirk evacuation in 1940, and the
Falklands War in 1982.
Óró sé do bheatha ‘bhaile* - Granuaile as a metaphor for Ireland
This is taken from the Clancy Brothers’ version. Other version, such as Sinead O’Connor’s, start with the chorus.
‘Sé do bheatha a bhean ba léanmhar!
Bé ár gcreach tú bheith i ngéibhinn
Do dhúiche bhreá i seilbh meirleach
IS tú díolta leis na Ghallaibh!
Chorus:
Óró, sé do bheatha ‘bhaile
Óró, sé do bheatha ‘bhaile!
Óró, sé do bheatha ‘bhaile!
Anois ar theacht an tsamhraidh!
A bhuí le Rí na bhfeart go bhfeiceam
Muna mbíonn beo ‘na dhiaidh ach seachtain
Gráinne Mhaol agus mile gaiscioch
Ag fógairt fáin ar Ghallaibh!
Chorus
Tá Gráinne Mhaol ag teacht thar sáile,
Óglaigh armtha léi mar gharda
Gaeil iad féin is ní Gaill ná Spáinnigh
‘S cuirfid siad ruaig ar Ghallaibh!
Chorus
* Traditional air.
This song is about dates from Grace O’Malley’s own lifetime as a song welcoming her home after one of the occasions in which she was held
captive by the English.
Padriac Pearse, one of the leaders of the Irish Rebellion of 1916, composed the poem, upon which modern versions of the song are based, as
invitation to all the Irishmen in Europe who were fighting for the British Empire and the freedom of small nations to come home and tackle the
ancient foe on their own little island.
IiS, Pirates: goodies or baddies?, 21
by Henry Newbolt
Drake he was a Devon man, an’ ruled the Devon seas,
(Capten, art tha sleepin’ there below?),
Rovin’ tho’ his death fell, he went wi’ heart at ease,
An’ dreamin’ arl the time o’ Plymouth Hoe,
‘Take my drum to England, hang et by the shore,
Strike et when your powder’s runnin’ low;
If the Dons sight Devon, I’ll quit the port o’ Heaven,
An’ drum them up the Channel as we drummed
them long ago.’
Drake he’s in his hammock till the great Armadas
come,
(Capten, art tha sleepin’ there below?),
Slung atween the round shot, listenin’ for the drum,
An’ dreamin’ arl the time o’ Plymouth Hoe.
Call him on the deep sea, call him up the Sound,
Call him when ye sail to meet the foe;
Where the old trade’s plyin’ an’ the old flag flyin’,
They shall find him, ware an’ wakin’, as they found
him long ago.
by Patrick Pearse
Welcome Oh woman who was so afflicted
It was our ruin that you were in bondage
Our fine land in the possession of thieves
And sold to the foreigners
Óró! You are welcome home
Óró! You are welcome home
Óró! You are welcome home
Now that summer is coming
May it please the God of Miracles that we may see
Although we only live a week after it
Grainne Mhaol and a thousand warriors
Dispersing the foreigners
Grainne Mhaol is coming over the sea
Armed warriors along with her as guard
They are Irishmen, not English or Spanish
And they will rout the foreigners
See next page for a rough phonetic version
Irish
‘Sé do bheatha a bhean ba léanmhar!
Bé ár gcreach tú bheith i ngéibhinn
Do dhúiche bhreá i seilbh meirleach
IS tú díolta leis na Ghallaibh!
Chorus:
Óró, sé do bheatha ‘bhaile
Óró, sé do bheatha ‘bhaile!
Óró, sé do bheatha ‘bhaile!
Anois ar theacht an tsamhraidh!
A bhuí le Rí na bhfeart go bhfeiceam
Muna mbíonn beo ‘na dhiaidh ach seachtain
Gráinne Mhaol agus mile gaiscioch
Ag fógairt fáin ar Ghallaibh!
Chorus
Tá Gráinne Mhaol ag teacht thar sáile,
Óglaigh armtha léi mar gharda
Gaeil iad féin is ní Gaill ná Spáinnigh
‘S cuirfid siad ruaig ar Ghallaibh!
Chorus
IiS, Pirates: goodies or baddies?, 22
Rough Phonetic
Shay duh vah-ha uh vahn bah layn-var,
B-Ay air grack too veh EEnn gay-vin,
Do-oo-EEv rah-EE shay-live mare-lawchk...
Iss too deal-tah lesh nah Gah-live!
Oh-roe shay duh vah-ha wall-ya,
Oh-roe shay duh vah-ha wall-ya,
Oh-roe shay duh vah-ha wall-yaaa,
Ah-nish air hawkt un tauw-rEE!
Ah vEE leh rEE nah vairt guh veck-ann
Mun-uh mEEn b-yo in-uh jeh-i(d)-ock shawktan
Gran-yah wail iss mEE-leh gahsh-kEE...
Egg foe-gurt fahn air Gah-live
Tah gran-yah wail egg chawkt ar saul-yah
Oh-gulEE ar-muh lay mahr gard-uh
Gayl EE-ad fayn iss nEE Gahl nah spahn-EE...
Iss cur-fee(d) shEE-id roo-ig air Gah-live!
Note 1
Pirates in Lesson 1

Blackbeard (c. 1680-1718)

Also known as Edward Teach. Notorious Golden Age pirate renowned for his devilish appearance
and rule-by-fear tactics.

Bonny, Ann (c. 1698, date of death unknown)

Irish pirate who was partnered with Jack Calico Jack in the Caribbean during the Golden Age.

Hook, Captain
Renowned fictional bewigged pirate featured in J.M. Barrie’s legendary Peter Pan.

L’Ollonais, Francois (c. 1635 - c. 1668)

Born Jean David Nau. One of the most cruel and sadistic pirates known. Based in Toruga, he was
dubbed Flail of the Spaniards by the Spanish.

Silver, Long John

One-legged fictional pirate of Robert Louis Stevenson’s Treasure Island who walked with a crutch
and sported a parrot on his shoulder.

Sparrow, Captain Jack

The fictional character in the Pirates of the Caribbean universe. He was introduced in the film
Pirates of the Caribbean: The Curse of the Black Pearl (2003) and the back-to-back sequels, Dead
Man’s Chest (2006) and At World’s End (2007), where he was played by Johnny Depp.

IiS, Pirates: goodies or baddies?, 23

Note 2
More about Grace O’Malley and Sir Francis Drake on the Internet
Grace O’Malley
1. Videos
Warrior Women 2 - Grace O’Malley. Short documentary
hosted by Lucy Lawless; 8+ mins
http://www.youtube.com/watch?v=yAm2kAlP-KQ
A Pirate’s Life for She. Morgan Llywelyn on Granuaile
becoming a musical; 4 mins
http://video.google.co.uk/videoplay?docid=34464218996
32807146
Granuaile. Sung by Rita Connolly; 10 mins
http://video.google.co.uk/videoplay?docid=-8307735547
834017733
b. Texts
http://en.wikipedia.org/wiki/Grace_O’Malley
Wikipedia
http://www.graceomalley.com/whowasgrace.php
‘The Official Site’ by Anne chambers. Grace’s biographer
http://journals.aol.co.uk/iis04/GraceOMalley
Ireland in Schools resources
www.geocities.com/Heartland/Park/7669/granuaile.html
Good context
www.omalley_clan.org/uow/omalley_web/granuaile.htm
Web resources
http://bestoflegends.org/pirates/grainne.html
Pirates and privateers.
http://www.thepirateking.com/bios/omalley_grace.htm
An excellent resource for pirates and their vessels
www.rootsweb.com/~nwa/grace.html
Biography of Grace O’Malley, Irish Chieftain, pirate,
trader and seafarer.
http://www.rencentral.com/oct_nov_vol1/graceomalley.s
html
Illustrated biography
www.themediadrome.com/content/articles/history_articl
es/grace_omalley.htm
‘Put down that Barbie doll, sweetie, I have a story for
you…’
http://home.fiac.net/marshaw/mhaille.htm
Informative
www.angelfire.com/dragon2/supercooper/index.htm
Questions about Grace, but with annoying pop-ups
http://www.irishcultureandcustoms.com/1Kids/PlateHowt
h.html
The Howth story
www.guardian.co.uk/travel/2007/apr/08/escape.ireland.r
estandrelaxation
A tourist attraction
IiS, Pirates: goodies or baddies?, 24
Sir Francis Drake
http://en.wikipedia.org/wiki/Francis_Drake
Wikipedia, the free encyclopedia
http://www.mcn.org/2/oseeler/drake.htm
Extensive pages on Sir Francis Drake and his
circumnavigation of the world on the Golden Hind.
http://www.indrakeswake.co.uk/index.htm
Claims, with some justification, to be the best Drake web
site
http://www.activehistory.co.uk/Miscellaneous/free_stuf
f/google_earth/drake/index.htm
Lessons on Drake’s Circumnavigation: 1. Structured
Questions about Drake’s Circumnavigation
2. Living Graph of Drake’s Circumnavigation 3. Sir Francis
Drake: Hero or Villain? 4. Working with Primary Sources:
Text Account 5. Working with Primary Sources: Pictorial
Account 6. Making a Google Earth Tour of Drake’s
Circumnavigation
http://library.thinkquest.org/J002678F/sir_francis_dra
ke.htm
Illustrated page created by students provides an
overview of Drake’s entire life.
www.nmm.ac.uk/server/show/conWebDoc
National Maritime Museum
http://www.mariner.org/educationalad/ageofex/drake.ph
p
The Mariners’ Museum: Newport News, Virginia
http://www.snaithprimary.eril.net/sailor.htm
‘Come and travel with Sir Francis Drake on his epic
voyage around the world.’
http://bestoflegends.org/pirates/drake.html
Exploring Legends in History, Folklore, Literature,
Fiction, and the Arts: Pirates and Privateers
www.elizabethan_era.org.uk/sir_francis_drake.htm
Sir Francis Drake in Elizabethan context
http://international.loc.gov/intldl/drakehtml/rbdktime.ht
ml
Drake timeline
http://hdl.loc.gov/loc.rbc/rbdk.catalog
Sir Francis Drake: A Pictorial Biography by Hans P. Kraus
Note 3
What did Grace O’Malley look like?
We do not know what Grace looked like. While there are many contemporary pictures
of Sir Francis Drake, there is no surviving picture of Grace from her own lifetime.

The nearest we have is this portrait of her great-great granddaughter, Maud Burke,
who was born around 1642.

The result is that people make up their own minds of what Grace looked like, as this
selection of modern pictures shows.

Here are two eighteenth century pictures of Grace.

Left: This 1616 picture shows the sort of clothes

a woman of Grace’s standings wore.

Right: Painted in 1591, this is probably the

most famous portrait of Drake.

IiS, Pirates: goodies or baddies?, 25

Note 4
Drake’s shopping list for the circumnavigation
Donkin, Sir Francis Drake & His Daring Deeds, p. 57

IiS, Pirates: goodies or baddies?, 26

Note 5
Every Child Matters
Every Child Matters
Be healthy
Physically healthy
Mentally and emotionally healthy
Sexually healthy
Choose not to take illegal drugs.
Stay safe
Safe from maltreatment, neglect, violence
and sexual exploitation
Safe from accidental injury and death
Safe from bullying and discrimination
Safe from crime and anti-social behaviour
in and out of school.
Have security, stability and cared for.
Enjoy and achieve
Ready for school
Achieve stretching national and
educational standards at primary school
Achieve personal and social development
and enjoy recreation.
Make a positive contribution
Engage in decision-making and support the
community and environment
Engage in law-abiding and positive
behaviour in and out of school
Develop positive relationships and choose
not to bully and discriminate
Develop self-confidence and successfully
deal with significant life changes and
challenges
Develop enterprising behaviour.
Achieve economic well-being
Engage in further education, employment
or training on leaving school
Ready for employment.
Live in decent homes and sustainable
communities
Access to transport and material good
Live in households free from low income.
IiS, Pirates: goodies or baddies?, 27
Evidence in History
Developing self esteem by including
aspects of a pupil’s community’s
history.
Developing a questioning disposition so
pupils do not take things at face value.
Challenging stereotypes and exploring
the histories of different people and their
society or context.
Providing opportunities to explore and
value pupil’s identity and place in the
world.
Providing opportunities to enjoy finding
out exciting and interesting experiences
of different people in the past.
Providing opportunities to enjoy and
reach their potential through a wide
range of teaching and learning
experiences (e.g. drama).
Providing opportunities to work
collaboratively, e.g. in discussion.
Providing an appreciation of a child’s
place in the wider world by exploring
the achievement of other people within
their society and other parts of the
world.
Providing opportunities to develop
literacy and communication skills to
explore historical issues.
Providing opportunities for problem
solving when exploring historical
questions.
Developing critical abilities when
examining sources such as artefacts,
pictures etc.
We do
By focussing on an Irish female
pirate we give status to those of
Irish ancestry and girls.
The unit challenges the image of
pirates.
The unit a highlights the heroic
nature of female characters so
often written out of history. It also
shows the violent reality of
piracy.
By providing a Unit that is not
Anglo-centric in approach and
looks at the ‘wider world’.
The unit deals with an interesting,
popular and ‘Romantic’ historical
topic.
A range of pedagogic devices are
used enabling all pupils to
experience success.
Throughout the unit pupils work
in a variety of grouping and
ways.
The Unit challenges stereotypical
views of people i.e. pirates,
women.
The unit places the characters in
a variety of contexts thus
emphasising the global nature of
the stories.
The pupils communicate their
conclusions in a variety of ways
in the unit.
Problem solving is central to the
activities
The core of the unit is to
challenge popular concepts of
piracy and lawlessness.
 Ireland in Schools
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