The pirates Grace O’Malley & Sir Francis Drake: goodies or ...

Ireland in Schools Birmingham Pilot Scheme
Version 3, 11 September 2007
English & Irish history for primary schools

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

University of Birmingham BASS Key Stage 2

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 3. Historical interpretation
a. place events, people and changes into correct recognise that the past is represented and interpreted
periods of time in different ways, and to give reasons for this
b. use dates and vocabulary relating to the passing of
time 4. Historical enquiry
a. find out about events, people and changes ... from
2. Knowledge and understanding of events, people and an appropriate range of sources of information,
changes in the past including ICT-based sources
a. characteristic features of the periods and societies b. ask and answer questions, and to select and
studied record information, relevant to the focus of the
b. the social, cultural, religious and ethnic diversity of enquiry
the societies studied in Britain and the wider world
c. identify and describe reasons for, and results of, 5. Organisation and communication
historical events, situations, and changes in the a. recall, select and organise historical information
periods studied 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 Granuaile. Chieftain, Pirate, Trader by Mary Moriarty
O’Brien Press, 0-86278-162-0
Sir Francis Drake & His Daring Deeds by Andrew Donkin Granuaile. The Life & Times of Grace O’Malley by Anne
Scholastic, Horribly Famous series, 0-43995-400-2 Chambers, Wolfhound Press, 0-86327-631-8
Avoid Sailing with Francis Drake by David Stewart Granuaile. The Pirate Queen by Morgan Llywelyn
The Danger Zone series, Book House, 1-90508-752-7 O’Brien Press, 0-86278-578-2 (historical fiction)
Rivalry & Conflict by Austin Logan & Kathleen Gormley The Ghost of Grania O’Malley by Michael Morpurgo
Colourpoint Books, 1-89839-212-9 (‘An illustrated Egmont, 0-74974-691-2
introduction to the main events in Britain, Ireland and
Europe’, late 16th to early 18th centuries)
Lesson plans on following page.

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:
[email protected].

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
4a*, b*
pirates on the Pirate’ video: http://uk.youtube.com/watch?v=3AzpByR3MvI* 5a, c

outline of a person What have they done to look like pirates? How can you tell

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
Anne Bonny http://www.elizabethan-era.org.uk/blackbeard.htm

Captain Hook http://en.wikipedia.org/wiki/Anne_Bonny
http://www.thepiratesrealm.com/Anne%20Bonny.html
Francois L’Ollonais www.thewayofthepirates.com/famous-pirates/anne-bonny.php
(Jean David Nau)
Long John Silver http://en.wikipedia.org/wiki/Captain_Hook
http://disney.go.com/vault/archives/villains/hook/hook.html
Jack Sparrow http://clevermedia.tv/piratejokes/piratejokes20060721.html

http://en.wikipedia.org/wiki/Fran%C3%A7ois_l’Ollonais
http://www.cindyvallar.com/lollonais.html
http://www.thewayofthepirates.com/famous-pirates/francois-lollonais.php

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

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

SAY NO TO PIRATES Office of the Pirate Hunter General
Pirate Surveillance Report

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 Date of birth Male/female: Relationship(s)
Name: (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
(16thcentury) of her and so Statue at
we have to use our
imaginations. Westport House
Rockfleet Castle,

main home

IiS, Pirates: goodies or baddies?, 9 Which
coat of arms

should be
placed here?

Meeting

Elizabeth I
1593

(18thcentury engraving)
Grace’s
galley

(impression)

IiS, Pirates: goodies or baddies?, 10 L2, Activity 1
Collage

Sir Francis Drake

Statue at
Plymouth Hoe
Buckland Abbey

main home

Which
coat of arms

should be
placed here?

Knighted by
Elizabeth I

1581
(19thcentury painting)

Golden Hind
(impression)

L2, Activity 2
Coats of Arms

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

IiS, Pirates: goodies or baddies?, 13 Grace O’Malley was born in 1530, Francis Drake As a Protestant, English sailor, Drake’s story Arguments about religion and trade meant that
in 1534, probably. For most of their lives, Queen was relatively straightforward. He attacked England was at war with Spain for much of
Elizabeth I ruled England and came to rule the the Spanish and helped to subdue Ireland. Drake’s and Grace’s lives.
whole of Ireland.
# Catholic countries Under Philip II, Spain was the leading Catholic
It was a time when religion was extremely # Protestant countries country in Europe. It was also the one making
important to people and England had become most profit from the ‘New World’.
Protestant and was determined to remain so. IRELAND
Arguments about religion and resources also
It was also a time when England was growing in meant that England was at war with Ireland
population, power and wealth, and was also for much of the lives of Grace and Drake.
becoming more outward looking.
Ireland remained Catholic, an ally of Spain and
It was anxious for more trade and for a share a source of fertile land.
in the profits which other European countries
were making in the ‘New World’. Most of its leading chieftains did not want to
accept Tudor rule.
SPAIN

Logan & Gormley,Rivalry & Conflict, pp 8-9 Grace’s story was not so simple. As a Catholic, L3, Activity 1: Information card
Irish chieftain, he attacked Spanish merchant
ships and either attacked the English in
Ireland or tried to make peace with them.

L3, Activity 1: Cards for sorting - Grace O’Malley

O’Malley galleys in 1559 Grace O'Malley has not acted like a woman and
has caused a lot of problems as chief
There are three very good galleys* belonging commander and director of thieves and
to the O’Malleys that will carry 300 men murderers at sea. She has thieved from this
apiece. part of Ireland.

These, if employed by Her Majesty, would G2. English view of Grace’s activities, 1578.
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- Elizabeth officials in Ireland refused to
infested dungeons of Dublin Castle. Many of honour the queen’s promise that Grace should
those captured with were hanged but Grace live in peace with her lands and property should
was lucky. She was released in 1579 on be restored.
condition that she gave up her pirate career.
Grace died, probably in 1603. It is not
G3. Historian’s account to Grace imprisonment. 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.

G5. Grace’s son Tibbott (Toby-of-the-Ships) was born G6. Grace’s petition to Elizabeth I, 1593.
aboard her ship. She defended her new-born son from an
attack from Barbary Pirates.

‘Terrified English My dear Toby,
soldiers flee Hen’s Are you well, my son? ... Learn your letters,
Castle as Grace’s
men pour molten study Latin, and memorise the names of the
metal down on them.’ major seaports. Your older brothers ... are
merely simple warriors, all strength and
Grace let people shouting. I want more than that for you.
know that she was in Against an enemy as powerful as the English it
charge after the is necessary to fight with one’s brain.
death of her
husband, Donal the Fortunately you and I both inherited good
Cock. brains....

G7. The defence of Hens castle, formerly Cock’s Castle 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.

IiS, Pirates: goodies or baddies?, 14

‘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

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.

D1. The Defence of Cadiz against Sir Francis Drake, D2. Historian’s account of the ‘Rathlin massacre’, which
Spaning painting, 1634. In the ‘singeing of the King of took place on Rathlin Island, off Ireland’s north coast.
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 Booty
1568 when taking part in the slave trade with Queen Elizabeth's share of the booty that Sir
the Spanish colonies. Francis Drake brought back from his voyage
around the world was enough to pay off
He and his boss, John Hawkins, were stopped England's debts.
by large Spanish force at San Juan de Ullua.
They made an agreement with their captors, She had financed the voyage with £1,000.
but still the Spanish attacked. She received £47,000 back.

Many were killed and Drake hastily returned Drake received £10,000 himself, which made
to Plymouth. Hawkins accused him of desertion. him an extremely wealthy man in the 1500s.
Drake's crew received not an single pound.
Drake became Spain’s deadly enemy.
D4. Historian’s estimate of the financial gains made from
D3. Disaster: a crucial moment in Drake’s life. Drake’s circumnavigation.

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 D6. Drakes early ambitions, from Drake’s Secret Logbook,
Englishmen whom Drake commanded on his last voyage. 24 August 1547, by Andrew Donkin.
* Dysentery; † Dressing.

IiS, Pirates: goodies or baddies?, 17

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 D8. Dining on penguins, from Drake’s Secret Logbook,
knew the tide was against them and the English ships Magellan Strait, 24-25 August 1579, by Andrew Donkin.
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 DRAKE DISPOSES OF DOUGHTY
enterprise - to the Panama isthmus - nearly Drake had his close friend Thomas Doughty
ended in disaster. beheaded for encouraging mutiny.

He tried to capture the town of Nombre de His head was held up as a warning
Dios, which was full of Spanish gold and silver. to the rest of the crew.
He had to give up when he was wounded.
The crew had become angry
Luckily, he stayed around. The next year he when they realised that they were
robbed a richly laden mule train of the huge not going to collect currants from
sum of £20,000 in gold and silver. Egypt.

Instead, they were sailing where
no English ship had sailed before.

D10. Drake’s first independent success- in alliance with a D11. The execution of Thomas Doughty, June 1578.
French buccaneer, Guillaume Le Testu. Drake did allow him tom choose his last meal.

IiS, Pirates: goodies or baddies?, 18

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
http://cdbaby.com/cd/trasna
Blueridgecelticfusion Trasna - mp3 http://www.garageband.com/song?%7Cpe1%7CS8LT
M0LdsaSkZFW3ZWs
Garage Green Man - mp3 (excerpt) http://www.youtube.com/watch?v=RAay_nFMWkM

Sentimental Wolfe Tones - video http://www.youtube.com/watch?v=v9x6fG3QrBE
Film
Wind that Shakes the http://uk.youtube.com/watch?v=3AFRCWg_kOc
Purist Barley
Marching song

Darach Ó Catháin

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 by Henry Newbolt

DRAKE he’s in his hammock an’ a thousand mile away, Drake he was a Devon man, an’ ruled the Devon seas,
(Capten, art tha sleepin’ there below?) (Capten, art tha sleepin’ there below?),

Slung atween the round shot in Nombre Dios Bay, Rovin’ tho’ his death fell, he went wi’ heart at ease,
An’ dreamin’ arl the time o’ Plymouth Hoe. An’ dreamin’ arl the time o’ Plymouth Hoe,

Yarnder lumes the island, yarnder lie the ships, ‘Take my drum to England, hang et by the shore,
Wi’ sailor lads a-dancin’ heel-an’-toe, Strike et when your powder’s runnin’ low;

An’ the shore-lights flashin’, an’ the night-tide If the Dons sight Devon, I’ll quit the port o’ Heaven,
dashin’ An’ drum them up the Channel as we drummed

He sees et arl so plainly as he saw et long ago. them long ago.’

The drum which went with Drake on his circumnavigation Drake he’s in his hammock till the great Armadas
has become something of a symbol - a rallying cry in times come,
of national emergencies. It is claimed that it can be heard
at times when England is at war or significant national event (Capten, art tha sleepin’ there below?),
takes place. For example, some said they heard the drum Slung atween the round shot, listenin’ for the drum,
when Britain’s greatest naval hero, Admiral Lord Nelson, An’ dreamin’ arl the time o’ Plymouth Hoe.
was made a freeman of Plymouth. The most recent Call him on the deep sea, call him up the Sound,
occasions on which the drum roll was said to have been
heard were during the Dunkirk evacuation in 1940, and the Call him when ye sail to meet the foe;
Falklands War in 1982. Where the old trade’s plyin’ an’ the old flag flyin’,

They shall find him, ware an’ wakin’, as they found
him long ago.

Óró sé do bheatha ‘bhaile* - Granuaile as a metaphor for Ireland by Patrick Pearse
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! Welcome Oh woman who was so afflicted
Bé ár gcreach tú bheith i ngéibhinn It was our ruin that you were in bondage
Do dhúiche bhreá i seilbh meirleach Our fine land in the possession of thieves
IS tú díolta leis na Ghallaibh! And sold to the foreigners

Chorus: Óró! You are welcome home
Óró, sé do bheatha ‘bhaile Óró! You are welcome home
Óró, sé do bheatha ‘bhaile! Óró! You are welcome home
Óró, sé do bheatha ‘bhaile! Now that summer is coming
Anois ar theacht an tsamhraidh!

A bhuí le Rí na bhfeart go bhfeiceam May it please the God of Miracles that we may see
Muna mbíonn beo ‘na dhiaidh ach seachtain Although we only live a week after it
Gráinne Mhaol agus mile gaiscioch Grainne Mhaol and a thousand warriors
Ag fógairt fáin ar Ghallaibh! Dispersing the foreigners

Chorus

Tá Gráinne Mhaol ag teacht thar sáile, Grainne Mhaol is coming over the sea
Óglaigh armtha léi mar gharda Armed warriors along with her as guard
Gaeil iad féin is ní Gaill ná Spáinnigh They are Irishmen, not English or Spanish
‘S cuirfid siad ruaig ar Ghallaibh! And they will rout the foreigners

Chorus See next page for a rough phonetic version

* 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

Irish Rough Phonetic

‘Sé do bheatha a bhean ba léanmhar! Shay duh vah-ha uh vahn bah layn-var,
Bé ár gcreach tú bheith i ngéibhinn B-Ay air grack too veh EEnn gay-vin,
Do dhúiche bhreá i seilbh meirleach Do-oo-EEv rah-EE shay-live mare-lawchk...
IS tú díolta leis na Ghallaibh! Iss too deal-tah lesh nah Gah-live!

Chorus: Oh-roe shay duh vah-ha wall-ya,
Óró, sé do bheatha ‘bhaile Oh-roe shay duh vah-ha wall-ya,
Óró, sé do bheatha ‘bhaile! Oh-roe shay duh vah-ha wall-yaaa,
Óró, sé do bheatha ‘bhaile! Ah-nish air hawkt un tauw-rEE!
Anois ar theacht an tsamhraidh!

A bhuí le Rí na bhfeart go bhfeiceam Ah vEE leh rEE nah vairt guh veck-ann
Muna mbíonn beo ‘na dhiaidh ach seachtain Mun-uh mEEn b-yo in-uh jeh-i(d)-ock shawktan
Gráinne Mhaol agus mile gaiscioch Gran-yah wail iss mEE-leh gahsh-kEE...
Ag fógairt fáin ar Ghallaibh! Egg foe-gurt fahn air Gah-live

Chorus

Tá Gráinne Mhaol ag teacht thar sáile, Tah gran-yah wail egg chawkt ar saul-yah
Óglaigh armtha léi mar gharda Oh-gulEE ar-muh lay mahr gard-uh
Gaeil iad féin is ní Gaill ná Spáinnigh Gayl EE-ad fayn iss nEE Gahl nah spahn-EE...
‘S cuirfid siad ruaig ar Ghallaibh! Iss cur-fee(d) shEE-id roo-ig air Gah-live!

Chorus

IiS, Pirates: goodies or baddies?, 22

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 Sir Francis Drake

1. Videos http://en.wikipedia.org/wiki/Francis_Drake
Warrior Women 2 - Grace O’Malley. Short documentary Wikipedia, the free encyclopedia
hosted by Lucy Lawless; 8+ mins http://www.mcn.org/2/oseeler/drake.htm
http://www.youtube.com/watch?v=yAm2kAlP-KQ Extensive pages on Sir Francis Drake and his
A Pirate’s Life for She. Morgan Llywelyn on Granuaile circumnavigation of the world on the Golden Hind.
becoming a musical; 4 mins http://www.indrakeswake.co.uk/index.htm
http://video.google.co.uk/videoplay?docid=34464218996 Claims, with some justification, to be the best Drake web
32807146 site
Granuaile. Sung by Rita Connolly; 10 mins http://www.activehistory.co.uk/Miscellaneous/free_stuf
http://video.google.co.uk/videoplay?docid=-8307735547 f/google_earth/drake/index.htm
834017733 Lessons on Drake’s Circumnavigation: 1. Structured
Questions about Drake’s Circumnavigation
b. Texts 2. Living Graph of Drake’s Circumnavigation 3. Sir Francis
http://en.wikipedia.org/wiki/Grace_O’Malley Drake: Hero or Villain? 4. Working with Primary Sources:
Wikipedia Text Account 5. Working with Primary Sources: Pictorial
http://www.graceomalley.com/whowasgrace.php Account 6. Making a Google Earth Tour of Drake’s
‘The Official Site’ by Anne chambers. Grace’s biographer Circumnavigation
http://journals.aol.co.uk/iis04/GraceOMalley http://library.thinkquest.org/J002678F/sir_francis_dra
Ireland in Schools resources ke.htm
www.geocities.com/Heartland/Park/7669/granuaile.html Illustrated page created by students provides an
Good context overview of Drake’s entire life.
www.omalley_clan.org/uow/omalley_web/granuaile.htm www.nmm.ac.uk/server/show/conWebDoc
Web resources National Maritime Museum
http://bestoflegends.org/pirates/grainne.html http://www.mariner.org/educationalad/ageofex/drake.ph
Pirates and privateers. p
http://www.thepirateking.com/bios/omalley_grace.htm The Mariners’ Museum: Newport News, Virginia
An excellent resource for pirates and their vessels http://www.snaithprimary.eril.net/sailor.htm
www.rootsweb.com/~nwa/grace.html ‘Come and travel with Sir Francis Drake on his epic
Biography of Grace O’Malley, Irish Chieftain, pirate, voyage around the world.’
trader and seafarer. http://bestoflegends.org/pirates/drake.html
http://www.rencentral.com/oct_nov_vol1/graceomalley.s Exploring Legends in History, Folklore, Literature,
html Fiction, and the Arts: Pirates and Privateers
Illustrated biography www.elizabethan_era.org.uk/sir_francis_drake.htm
www.themediadrome.com/content/articles/history_articl Sir Francis Drake in Elizabethan context
es/grace_omalley.htm http://international.loc.gov/intldl/drakehtml/rbdktime.ht
‘Put down that Barbie doll, sweetie, I have a story for ml
you…’ Drake timeline
http://home.fiac.net/marshaw/mhaille.htm http://hdl.loc.gov/loc.rbc/rbdk.catalog
Informative Sir Francis Drake: A Pictorial Biography by Hans P. Kraus
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

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 Evidence in History We do

Be healthy Developing self esteem by including By focussing on an Irish female
Physically healthy aspects of a pupil’s community’s pirate we give status to those of
Mentally and emotionally healthy history. Irish ancestry and girls.
Sexually healthy
Choose not to take illegal drugs.

Stay safe Developing a questioning disposition so The unit challenges the image of
Safe from maltreatment, neglect, violence pupils do not take things at face value. pirates.
and sexual exploitation
Safe from accidental injury and death Challenging stereotypes and exploring The unit a highlights the heroic
Safe from bullying and discrimination the histories of different people and their nature of female characters so
Safe from crime and anti-social behaviour society or context. often written out of history. It also
in and out of school. shows the violent reality of
Have security, stability and cared for. piracy.

Enjoy and achieve Providing opportunities to explore and By providing a Unit that is not
Ready for school value pupil’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 The unit deals with an interesting,
and enjoy recreation. of different people in the past. popular and ‘Romantic’ historical
Providing opportunities to enjoy and topic.
reach their potential through a wide
range of teaching and learning A range of pedagogic devices are
experiences (e.g. drama). used enabling all pupils to
experience success.

Make a positive contribution Providing opportunities to work Throughout the unit pupils work
Engage in decision-making and support the collaboratively, e.g. in discussion. 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 stereotypical
Develop positive relationships and choose their society and other parts of the views of people i.e. pirates,
not to bully and discriminate world. women.
Develop self-confidence and successfully
deal with significant life changes and The unit places the characters in
challenges a variety of contexts thus
Develop enterprising behaviour. emphasising the global nature of
the stories.

Achieve economic well-being Providing opportunities to develop The pupils 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. The core of the unit is to
Developing critical abilities when challenge popular concepts of
examining sources such as artefacts, piracy and lawlessness.
pictures etc.

IiS, Pirates: goodies or baddies?, 27

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