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Wide Angle
 
Economics -- The Celtic Mouse That Roared

The WIDE ANGLE episode "Mixed Blessings" depicts the mixed results that a "tiger economy" has had on the nation of Ireland and the city of Limerick. The "Celtic Tiger," which has brought rapid economic growth along with a higher standard of living, has also brought significant upheaval to traditional Irish society and culture, including a decline in the influence of the Catholic Church, high interest rates and inflation, and a turning away from farming as part of the Irish economy.

In this lesson, students will investigate how the Celtic Tiger has affected Ireland both positively and negatively, particularly the impact on traditional society and culture. This investigation will culminate with a "town hall meeting" in which the class collaborates to come up with possible outcomes and solutions to problems that affect them from their sudden, explosive economic growth.

Grade Level: 9-12

Subject Matter: World history, Sociology, Economics, Global Affairs, or World Culture

Time Allotment: : 4 to 6 days (based on a 50-minute class period)

Learning Objectives:

As a result of completing the lesson, the students will be able to:
  • Identify the typical characteristics of a "tiger economy."
  • Determine possible positive and negative results of the impact of such an economy.
  • Identify traditional facets of Irish culture and how that culture has been changed by rapid economic growth.
  • Work cooperatively to develop strategies and solutions to issues and controversies affecting rapid economic growth in Ireland, particularly ways of encouraging that growth while maintaining historic and cultural Irish lifestyles, religion, and government.
World History (Grades 9-12):

Benchmark 2.
Understands the impact of increasing economic interdependence in different regions of the world (e.g., how global communications and changing international labor demands have shaped new patterns of world migration since World War II, the effects of the European Economic Community and its growth on economic productivity and political integration in Europe, the emergence of the Pacific Rim economy and economic growth in South Korea and Singapore in recent decades, the effects of new transport and communications technology on patterns of world trade and finance).

Benchmark 5.
Understands scientific and technological trends of the second half of the 20th century (e.g, worldwide implications of the revolution in nuclear, electronic, and computer technology; the social and cultural implications of medical successes such as the development of antibiotics and vaccines and the conquest of smallpox; the "consumer societies" of industrialized nations compared with those in predominantly agrarian nations).

Benchmark 13.
Understands how global political change has altered the world economy (e.g., what participation in the world economy can mean for different countries; the relationship between demands for democratic reform and the trend toward privatization and economic liberalization in developing economies and former communist states, and how multilateral aid organizations and multinational corporations have supported or challenged these trends).

Benchmark 14.
Understands how specific countries have implemented social and cultural changes (e.g., the different manifestations of China's contingency quest for a "new culture" throughout the 20th century, and what the Cultural Revolution meant for Chinese people in the late 1960s; models for family life, the economy, and social and political institutions suggested by modern Muslim intellectuals).

Economics (Grades 9-12):

Benchmark 2.
Knows the difference between "nominal" GDP (i.e., GDP stated in current dollars where an increase in GDP may reflect not only increases in the production of goods and services, but also increases in general prices) and "real" GDP (i.e., GDP which has been adjusted for price level changes).

Benchmark 5.
Understands that economic growth can alleviate poverty, raise standards of living, create new employment and profit opportunities in some industries, but can also reduce opportunities in other industries.

Behavioral Sciences (Grades 9-12):

Benchmark 1.
Understands that each culture has distinctive patterns of behavior that are usually practiced by most of the people who grow up in it.

Standard 4, Benchmark 1.
 Understands that conflict between people or groups may arise from competition over ideas, resources, power, and/or status.

Benchmark 2.
Understands that social change, or the prospect of it, promotes conflict because social, economic, and political changes usually benefit some groups more than others (which is also true of the status quo).

Benchmark 8.
Understands how various institutions (e.g., social, religious, political) develop and change over time (i.e., what is taught in school and school policies toward student behavior have changed over the years in response to family and community pressures), and how they further both continuity and change in societies.

Benchmark 10.
Understands that the decisions of one generation both provide and limit the range of possibilities open to the next generation.

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 Web Resources Microsoft Word document containing resources and websites (or 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 studentLesson Methodology (Suggested Time Schedule)

    (Day 1)

    The teacher should take a few moments at the start of the lesson to explain to the students the significance of the town (hall) meeting. Town meetings are commonplace in the New England states, but forms of them may be held anywhere, for example, by school boards.

    It might also be helpful to explain to the class that frequently town meetings are difficult, if not impossible, to hold regularly because of the sheer size of many cities and towns in the United States. Larger cities and towns rely on other forms of government, most commonly the mayor/council system. However, for the purpose of the lesson, a mock town meeting will be used.

    Next, the teacher should introduce the lesson and assign roles to students. The teacher may elect to distribute the Information Collection Sheet to each student at this time in preparation for showing the film. The teacher should convey that the class will be participating in a fictitious Limerick town meeting to discuss the impact of the exploding Irish economy on Limerick's (and Ireland's) culture, traditions, and religion. One way to guide the students to begin research would be to ask them to develop critical questions that should be answered during the course of the town meeting. This might be accomplished by asking the students to work in small group committees to develop questions and issues they believe need addressing after viewing "Mixed Blessings." The teacher also should monitor student groups, making suggestions and guiding them in developing critical questions.

    Suggestions for Possible Critical Questions:

    Does a city government have an obligation to maintain cultural, religious, or traditional virtues or mores in a community?

    Are economic goals and achievements more desirable to a community compared to goals such as historic preservation or maintaining buildings such as churches?

    Should a community or national government actively recruit immigrant labor to fill local jobs or focus more on training its own citizens to fill technical jobs?

    Should a government actively recruit business and industry from outside of its borders or focus on encouraging its own citizens to develop and expand businesses?

    (Day 2)

    Ask the students to view the episode "Mixed Blessings" and complete their Information Collection Sheet. Students who have been assigned a role should look for clues and information for their specific role in the program, while those who are not participating in a particular role should look for information that supports their view of the impact of the Celtic Tiger economy on Irish life, values, and traditions.

    The video will run approximately 45 minutes. If necessary, the teacher may wish to have the class view it a second time, or make it available for individual students or groups of students to view in order to more completely finish the Information Collection Sheets.

    (Day 3-4)

    Once the students have completed the Information Collection Sheets, the teacher should direct them to continue researching various issues for the town meeting using the Web sites included in this lesson, or by doing follow-up research on their own. During this time, students role-playing characters from the video may also wish to develop (write) statements that they plan to make during the town meeting.

    Also, during this time, the students may wish to consider proper attire for the meeting. While it does not affect the achievement of lesson objectives, the teacher may suggest that they "dress the part" of the particular role they plan to play. If desired, the teacher may wish to include attire as a item in the rubric.

    (Day 5-6)

    The town meeting should be held during these periods. If possible (and if more professional lighting and sound are desired), the teacher may wish to hold the meeting in the school auditorium or cafeteria. The teacher may also wish to make advance plans to videotape the meeting. Student achievement may be evaluated through use of a rubric. While each teacher may wish to establish their own criteria as to what to include, a sample rubric is included with the lesson as a guideline.

    While it is not necessary, the teacher may wish to strive for some sort of consensus answer to the critical questions the class develops. In addition, the teacher should stress that proper decorum must be followed. This should be handled by the moderator, who can "recognize" speakers during the meeting and maintain order. The meeting should be conducted in a way that gives all the students equal opportunity to make their voices (and points of view) heard by the entire class.

    (Note: some recommended sources to assist teachers and students in questions regarding parliamentary procedure and effectively running a meeting are Cagle's Parliamentary Procedure Web site [University of California, Chico; http://www.csufresno.edu/comm/cagle-p3.htm] and the U.S. House of Representatives Rules Committee parliamentary procedures page [http://www.rules.house.gov/)

    Cross-Curricular Activities:

    Math and Statistics: Ask the students to chart Irish economic growth during the 1990s, when the Celtic Tiger economy was in full bloom. (They should be able to find related economic information such as Gross National Product, Gross Domestic Product, unemployment, etc. from the Web resources included in the lesson or by doing a related Web search.) They can then develop a spreadsheet and related graph using Excel or a similar program and make conclusions about yearly trends in the Irish economy.

    Language Arts: After viewing "Mixed Blessings," ask the students to assume they are editorial writers for a local Limerick newspaper. Have them write editorials in which they highlight the Celtic Tiger economy as well as the positive and negative effects on Irish society, culture, and traditions. Instruct the students that they should "take a stand" in their editorials, either supporting or condemning the impact of economic growth on the nation and city of Limerick.



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