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For Teachers: Economics: The Celtic Mouse That Roared
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lesson intro preparation procedures

Inside this section:

Media Components

Video: Wide Angle: "Mixed Blessings"

Print Resources:

"The Irish Economy: A Model of Success" (THE ECONOMIST, October 14, 2004)

"The Luck of the Irish" (THE ECONOMIST, October 14, 2004)

"Tiger, Tiger, Burning Bright" (THE ECONOMIST, October 14, 2004)

"A European Country Like Any Other" (THE ECONOMIST, October 14, 2004)


Web Resources:

(The list below is a representative list of appropriate Web sites for the lesson.It is also suggested that the teacher encourage the students to do their own investigation using a search engine such as Google. A short tutorial on Web searching can be found, along with links to several search engines, at http://www.vcsc.k12.in.us/tcr/searching.htm)


Materials Needed:

Copy of "Mixed Blessings"
  • TV/VCR or TV/DVD player (depending on format of video the teacher uses)

  • Copy of Information Collection Sheet for each student

  • Available computers with Internet access and printer capability

  • If desired, stage with microphones, video, and sound equipment, to make town meeting

  • look more "realistic" or videotape it for later review.
Preliminary Teacher Preparation:

Prior to starting the lesson, the teacher may wish to ensure that desired Web sites are bookmarked on computers with Internet access, and may also want to check that all necessary plug-ins (such as Flash, Shockwave, and RealPlayer) are installed. It's also suggested that the teacher preview the Web sites selected for age-appropriateness as well as to check whether URLs have changed or the resource is no longer available. In addition, the teacher may wish to have available any print or other video components desired for the lesson.

Make one Information Collection Sheet copy per student. During the town meeting, the students will take roles of the principal characters in the film, or other roles as listed below. It is suggested, however, that all students complete an Information Collection Sheet so that the teacher has some work to evaluate and to ensure that all the students in the class gain an understanding of the concepts in the film.


As part of the town meeting, students will role play certain principal figures in the film. Among those are:

Kitty Leyden (whose 70th birthday party is featured in the film, and who also left Ireland to work in the United States, and returned; several of her children have left Ireland for opportunities in the United States)

Ed Myers (Limerick radio personality who discusses various topics on air that are linked to the film)

John Leonard (Eucharistic Minister at the Jesuit Church that is to be sold, and a focal point of the film)

Father Murray (one of the Jesuit priests assigned to the Limerick Church)

Des O'Malley (Limerick auctioneer whose firm is in charge of selling the Limerick Jesuit Church)

Margaret Murphy (Jesuit Church parishioner)

Brian Dobson (young Irish businessman who became wealthy because of the Celtic Tiger economy)

Ann Leyden (Kitty's daughter, who left Ireland for New York City and has returned for her mother's birthday party)

Anna Turzynska (Polish immigrant who came to Limerick looking for work, but finds her inability to speak English a major stumbling block)

Ruaidhri Deasy (Irish sheep farmer who isn't sure if the farm will stay in the family)

Andrew Deasy (Rory's son, who has a degree in engineering but is considering coming back home and working the family farm)

(Note: The teacher, if desired, may wish to change the number of roles available depending on class size.)

Since this is a town meeting simulation, the teacher should also consider adding roles that are not featured in the film, such as a moderator, parliamentarian, or other city government leaders (the teacher may wish to either investigate the Limerick City Council Web site [http://www.limerickcity.ie/] or ask the students to investigate and model other roles on their own city government offices). The teacher may randomly assign students to particular roles, or ask them to select whichever role they want.

In addition, the teacher may wish to set up specific rules for the town meeting based on whatever criteria are necessary. For example, the teacher may wish to appoint a timekeeper and set limits on any statements made during the meeting, dependent on the amount of class time available. The teacher may also wish to limit the number of times any one person may have the "floor" in order to provide an opportunity for as many students to speak as possible.

The teacher may also wish to assign "supporting roles" to students not selected to be one of the main participants. They could act as judges or city councilpersons who would be involved in the decision-making process of the town meeting. These students could also assist in developing policy or assist the main participants with statements or learning roles.

The teacher should consider the class size and ability when creating rules for the town meeting. However, some general ideas should be followed:
  • All comments and statements by participants in the meeting should be germane to the topic of the meeting.
  • It is fine to disagree with views of other participants. However, everyone's view should be respected.
  • Evidence and information collected for the meeting must be factual and verifiable.
  • Some consensus decision should be reached by the conclusion of the town meeting.
  • Generally, meetings of this type involve some type of compromise where both sides concede certain points.
  • Copy of the lesson plan including the Web Resources (see our printable page).

  • If no computer and internet access, a Resource Packet with print-outs from the RESOURCES section

  • 5x7 Index Cards -- one per student
    Continue to: Procedures


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