HISTORY

CONTROLLED ASSESSMENT TASK ON EASTER RISING FOR YEAR 1O .

TEACHER GUIDANCE BOOKLET

School:

Teacher:

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INTRODUCTION

This work was funded by the Department of Foreign Affairs as part of three year project on Commemoration run by the Northern Ireland Council for Integrated Education. The aim of the project is to provide help and support to teachers when addressing contentious issues around the commemoration of significant events one hundred years ago. The website for the project is www.facingthepastshapingthefuture.com where teachers can find more information on how to teach controversial issues in history.

The following materials can be downloaded from the website

Teacher Guidance booklet A Pupil Activity Booklet Two Controlled Assessment Tasks Mark Scheme Suggested websites

TEACHERS INVOLVED IN DEVELPING THE MATERIALS ARE

Sile Bartlett from .Mary’s High School Newry

Julie Ann Denvir from St. Patrick’s Grammar School Armagh

Marilyn Donaghy from Banbridge High School

Cathy Hanna from North Coast Integrated College

Brenda Kerrin from Drumragh Integrated College Omagh

Darren Scott from St.Dominic’s Girls Grammar School Belfast

.AIMS

The aims of producing the materials are to

help prepare Year 10 pupils for their GCSE History examination by giving them the opportunity to work under controlled conditions.

give pupils experience of answering explanation and source analysis questions

provide other teachers with a template to develop other CAT on other commemorations for example World War 1 2014 and Partition in 2021.

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What makes the Easter Rising a good Topic for a Controlled Assessment Task?

•It is a historically significant event whose legacy is still relevant today.

•It provides Year 10 with a good story with key players and plenty of twists and turns.

•It has particular relevance to the study of partition in that it highlights the emergence of extreme radical elements in the Nationalist movement who were prepared to use violence to win independence for Ireland.

•It has been commemorated in many different forms both at the time and afterwards.

What makes the Easter Rising a controversial topic in history?

The Easter Rising is controversial in history because

it has contemporary significance in Northern Ireland today because of its personal resonance with many families whose relatives fought and died both in the Rising and in World War 1.

It involved actual or perceived unfairness to people by a group or individuals in the past.

It caused the death and suffering of many ordinary people in Dublin. The extreme violence of the Rising and the brutality of the executions calls for sensitive teaching.

The 100th anniversary of the Easter Rising in 2016 has the potential to raise sectarian tensions and reinforce religious bigotry.

Structure of the Controlled Assessment Tasks

The support materials have been organized as follows

A Teacher Guidance Booklet with general teaching points and suggested resources. All of the activities produced by the working group could not be included in the Pupil Activity Booklet and a few activities have been included as extension work. Teachers are fee to chose their own or replace the activities to reflect the ability level of their pupils.

A Pupil Activity Booklet in which pupils may record their written answers to both the preparatory activities and the two controlled tasks. Teachers who wish to use pupils exercise books for the introductory activities only are free to do. The Pupils Booklet also includes the two controlled tasks plus a source booklet and full mark scheme.

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Overview of Activities

There are 12 preparatory activities and are deigned to provide the pupils with opportunities to investigate background information to the Easter Rising which should help develop their understanding of what happened and why it was an important event in Irish history. These activities can be carried out as normal lessons and teachers may give help and support to guide their pupils through the work.

Activities 1-3 will give an introduction to the whole topic and provide pupils with an overview of what happened and the consequences of the Rising itself. Activities 4-12 will help prepare the pupils for Question 1 and Question 2 which are the controlled assessment tasks and give the pupils experience of writing their own explanations and working with sources.

Activity 1 p 3

Pupils complete the first two columns of a KWK grid using an extract from the DVD Michael Collins. Alternatively teachers may use any other video extract appropriate to the ability level of their pupils and this can be chosen from the list of websites at the end of the Teacher Guidance on p

Activity 2 p 4

The Five Ws chart will ask pupils to write about what their findings and to complete the KWL grid by detailing what they have learned.

Activity 3 p11

Pupils will be asked to consider the importance of the Rising by ranking statements and then deciding in their importance using a priority pyramid

Extension activity 3 Historians sometimes use a list of criteria to help establish why an event is significant. Use the list about the Easter Rising below to help to decide why the Rising is significant of the

The event reveals

why the Rising is still relevant to people today why the Rising was important to people at the time how many peoples lives were affected by the Rising why the Rising has been remembered for so long.

Share your explanations with the rest of the class about why the Rising was an important event.

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Activities 4 - 7 p 13-29 focus on the commemoration of the Easter Rising both at the time and afterwards and ask the pupils to think about the nature and form of these commemorations.

Extension Activity 4

Teacher could divide the class into two groups with one group focusing on the picture of the poppy and the other on the picture of the Easter lily. Each group to apply the three criteria about national commemorations and reach their own conclusions. Teacher records their conclusions on the graffiti board. Depending on the ability level of the pupils they could discuss the following questions

Should a commemoration take place immediately after an event and how long should it be celebrated for?

Who should decide what a country commemorates? Weaker pupils could suggest words and phrases which describe a national

commemoration. The agreed list might be displayed in the classroom.

Extension Activity 9 A Silent Conversation

Sources 1-7 are placed on A3 paper to ensure pupils can write around the image. Pupils are given the opportunity to move in small groups around each source and write questions they want to ask each source e.g who is this person? Where was this picture taken? Why is this important? They can also write information that they already know for example in Source 3 they can write this is Queen Elizabeth II.

Each source can then be considered as a whole class. Perhaps use the DAMMIT approach (Date/Author/Method/Motive/Information/Tone)but remaining focused on the question HOW has the Rising been commemorated.

Source 7 can then be considered as a whole class activity. Asking the pupils questions about the imagery used etc.

Sources 1-7 are included at the end of this guidance without any context so that teachers of weaker pupils may add their own text.

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Question 1 How has the Easter Rising been remembered? (10 marks)

Your teacher will provide you with writing paper for this task

Question 2 : The Easter Rising 1916 was failed rebellion. How far do the sources agree with this viewpoint? (20 marks) (This is a controlled assessment task and will be carried out under examination conditions.)

Activities 8- 10 p 32-35 give pupils practice at answering some source analysis questions. Pupils will be expected in these activities to support their conclusions with evidence from given sources in relation to the statement about the Rising in Question 2..

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CONTROLLED ASSESSMENT MARK SCHEMES

QUESTION ONE = 10 MARKS

Explain how the Easter Rising has been commemorated.

Level One [1-3]

Basic explanation of one method of commemoration Some inaccuracies Little reference to evidence from research Poor presentation of arguments

Level Two [4-7]

Relevant explanation of two or more methods of commemoration Some use of evidence from research Reaching limited conclusions Some accurate and clear arguments presented

Level Three [8-10]

Very good explanation of four or more methods of commemoration Very good use of evidence from research Well supported conclusions Accurate and clear arguments presented throughout

Level Four [11-15] THIS IS GCSE LEVEL

Excellent explanation Precise and detailed use of evidence from research Fully supported conclusions Concise and coherent arguments presented throughout

QUESTION TWO = 20 MARKS

“The 1916 Rising was a failed rebellion”. How far do the sources agree with this viewpoint?

Level One [1-6]

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Limited understanding of the question asked Limited understanding of the opinions in the sources Difficulty in distinguishing between fact and opinion Little or no evidence of wider research Information presented in an appropriate form but may contain some

inaccuracies

Level Two [7-13]

General understanding of the question asked General understanding of the opinions in the sources Some conscious attempt to interpret the sources Some evaluation of the strengths and weaknesses of the sources Some evidence of wider research Information presented in an appropriate form with some accuracy

Level Three [14-20]

Very good understanding of the question asked Very good understanding of the opinions in the sources Very good attempt to interpret the sources Very good evaluation of the strengths and weaknesses of the sources Good evidence of wider research Information presented with appropriate paragraphs and considerable

accuracy Offers a conclusion containing a judgement about the question Explains why people have different opinions on this issue

Level Four [21-25] THIS IS GCSE LEVEL

Full understanding of the question asked Full understanding of the opinions in the sources Thorough evaluation of the strengths and weaknesses of the sources Use of sources to enhance arguments Detailed evidence of wider research Information accurately presented in an appropriate form including

introduction, paragraphs and detailed con

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SOURCES FOR QUESTION 1

Source 1

Commemoration medal and ribbon produced and distributed to those who fought in the 1916 Rising. In 1966, 964 medals were distributed. Note that the

ribbon was sent ‘With Compliments of the President of Ireland’ and from the Department of Defence. This creates a sense of making the commemoration

official.

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Source 2

Mural in West Belfast to commemorate the 75th Anniversary of the Rising. Note the Starry Plough – originally used by the Irish Citizens Army and later became the symbol of Irish Socialism. James Connolly is shown at the front suggesting

again that this is to remember the socialist movement. Patrick Pearse is shown looking to the left. According to the tour at Pearse’s cottage near Ros Muc, Co.

Galway, Pearse had a pronounced squint in his left eye that he was very conscious about but also due to vanity always posed to show his right side. Also the imagery of the phoenix rising from the flames giving hope to the rise of the

Republican movement. Eirí Amach na Casca translates as the Easter Rising.

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Source 3

17th May 2011, Queen Elizabeth II attended the Garden of Remembrance in Dublin and laid a wreath to remember those who died for Irish freedom. This

gesture was much praised in the Irish media. The visit came one hundred years since the last visit by a British monarch, when her grandfather King George V visited in 1911. In April 2014, President Michael D. Higgins reciprocated the

Queen's visit when he became the first Irish President to make a state visit to the United Kingdom.

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Source 4

This section of Croke Park, Dublin the home of GAA, is known as Hill 16. The section was built in 1917 and was originally known as Hill 60 making reference to the Battle of Hill 60 which was the last offensive at Gallipoli. At this battle the Royal Dublin Fusiliers suffered heavy losses. It wasn’t until the 1940’s that the

name changes to Hill 16 as leading figures in the GAA felt it wasn’t appropriate to have a section named after a battle involving the British Army. A myth

developed that the hill itself was built out of the rubble in O’Connell Street following the Rising. Yet, the name was officially renamed the Dineen Hill in

2006 after Frank Dineen, who purchased the land for the GAA in 1908.

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Source 5

"Grace", a song written in 1985 by Frank and Seán O'Meara, which became very popular in Ireland and elsewhere and has been recorded by many musicians.

http://www.youtube.com/watch?v=lotnXbJP9Gg

Grace Gifford was born in Dublin 1888. She was raised a Protestant but later converted to Catholicism after she met and became engaged to Joseph Plunkett. Plunkett was a member of the Military Council of the Provisional Government

and the Provisional Committee of the Irish Volunteers. He was largely responsible for the planning of the Rising. The couple, both 28, were due to get

married on Easter Sunday 1916 but this was postponed due to Plunkett’s ill health. He had an operation to treat glandular tuberculosis just days before the

Rising. He struggled out of bed and still bandaged took his place alongside Pearse, Connolly and Clarke at the GPO.

Following the surrender, Plunkett was held in Kilmainham Gaol while awaiting a court martial. Seven hours before his execution he married Grace in the prison

chapel. The couple had ten minutes together heavily guarded by 15 British Officers. Grace’s sister, Muriel was married to Tómas MacDonagh who was also

executed for his role in the Rising.

Grace Plunkett was elected to the Sinn Fein Executive in 1917. She joined the Anti-Treaty IRA and was interned in Kilmainham Gaol in 1923, for three months.

While there she painted images on the walls in her cell. Grace made a very modest living through her art work until her death in 1955. She was buried with

full military honours and her funeral was attended by the then Irish President Sean T O’Kelly. She never remarried.

Source 6

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Two Commemorative parades from Dublin in 1950 and again in 2012.

http://www.youtube.com/watch?v=W4pqsxD_4DE - 1950

http://www.youtube.com/watch?v=c76-K_ZsNuo - 2012

There are also many other parades on YouTube and teachers could select appropriate extracts to show pupils for example parades in Northern Ireland are less formal and not state commemorations. Therefore differences can be clearly

seen as to how the Rising is commemorated in different ways and perhaps consider why this is the case.

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Source 7 (Only the first verse has been chosen to work with in Question 1 in the pupil booklet)

Easter 1916W. B. Yeats, 1865 - 1939

I have met them at close of day

Coming with vivid faces

From counter or desk among grey

Eighteenth-century houses.

I have passed with a nod of the head

Or polite meaningless words,

Or have lingered awhile and said

Polite meaningless words,

And thought before I had done

Of a mocking tale or a gibe

To please a companion

Around the fire at the club,

Being certain that they and I

But lived where motley is worn:

All changed, changed utterly:

A terrible beauty is born.

That woman’s days were spent

In ignorant good-will,

Her nights in argument

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Until her voice grew shrill.

What voice more sweet than hers

When, young and beautiful,

She rode to harriers?

This man had kept a school

And rode our wingèd horse;

This other his helper and friend

Was coming into his force;

He might have won fame in the end,

So sensitive his nature seemed,

So daring and sweet his thought.

This other man I had dreamed

A drunken, vainglorious lout.

He had done most bitter wrong

To some who are near my heart,

Yet I number him in the song;

He, too, has resigned his part

In the casual comedy;

He, too, has been changed in his turn,

Transformed utterly:

A terrible beauty is born.

Hearts with one purpose alone

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Through summer and winter seem

Enchanted to a stone

To trouble the living stream.

The horse that comes from the road,

The rider, the birds that range

From cloud to tumbling cloud,

Minute by minute they change;

A shadow of cloud on the stream

Changes minute by minute;

A horse-hoof slides on the brim,

And a horse plashes within it;

The long-legged moor-hens dive,

And hens to moor-cocks call;

Minute to minute they live;

The stone’s in the midst of all.

Too long a sacrifice

Can make a stone of the heart.

O when may it suffice?

That is Heaven’s part, our part

To murmur name upon name,

As a mother names her child

When sleep at last has come

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On limbs that had run wild.

What is it but nightfall?

No, no, not night but death;

Was it needless death after all?

For England may keep faith

For all that is done and said.

We know their dream; enough

To know they dreamed and are dead;

And what if excess of love

Bewildered them till they died?

I write it out in a verse --

MacDonagh and MacBride

And Connolly and Pearse

Now and in time to be,

Wherever green is worn,

Are changed, changed utterly:

A terrible beauty is born.

Yeats wrote this poem around September 1916 and is generally celebrated as one of his greatest achievements. In the first stanza he discusses how the people involved in the Rising have been ordinary people who have stepped out of the crowd in Dublin – from houses, desks and buildings. This transformation from

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ordinary citizen to revolutionary is shown in the refrain ‘All changed, changed utterly: A terrible beauty is born.’

In the second stanza we see the four people emerge clearly. ‘That woman’ refers to Constance Markievicz, ‘this man’ is Patrick Pearse, ‘his helper and friend’ Tómas MacDonagh and ‘the drunken, vainglorious lout’ is John MacBride – the abusive husband of Yeats’ muse, Maud Gonne. He does not paint heroic images of the four, instead showing Markievicz as shrill, Pearse and MacDonagh would have been better remaining as educators and MacBride is referred to as ‘loathsome’. Perhaps this reflects this initial response to the Rising and the rebels of Dubliners and people further afield.

In stanza three, Yeasts depicts a more heroic and mythological image of the rebels. Here the hearts of the revolutionaries are compared to that of an immovable rock. This rock has caused problems for the usually idyllic and peaceful pastoral scene. Yet he also seems to criticise the rebels as being so determined that they are almost soulless – they have one purpose, one goal, one ideology and seem unaware of the upset they have caused around them.

The final stanza is a lament for the dead. There is a sense of desperation in the questions he asks – ‘O when may it suffice?’, ‘Was it needless death after all?’, ‘And what if excess of love/Bewildered them till they died?’ This final question asks if the love for one’s country can almost blinker one to their own death and rather than it be a heroic/honourable death it causes bewilderment. Yeats doesn’t seem sure if the sacrifice is worthwhile. Instead the only comfort can come in commemoration – ‘our part’. The naming of the dead very clearly stamps their legacy in the minds of the reader. The final line again suggests the struggle faced if the sacrifice was worthwhile and the worry for the future of Ireland.

‘A terrible beauty is born’

NOTE: Teachers can differentiate this by only considering a few key sections of the poem. The poem is also on The Poetry App for iPad and read by Bob Geldof. It is very good for pupils to hear the reading of the poem.

THESE SOURCES ARE LEFT BLANK FOR TEACHERS TO ADD THEIR OWN CONTEXT IF APPROPRIATE

Source 1

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Source 2

Source 3

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Source 4

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Source 7 (Teachers are free to chose any relevant sections from this poem )

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Easter 1916W. B. Yeats, 1865 - 1939

I have met them at close of day

Coming with vivid faces

From counter or desk among grey

Eighteenth-century houses.

I have passed with a nod of the head

Or polite meaningless words,

Or have lingered awhile and said

Polite meaningless words,

And thought before I had done

Of a mocking tale or a gibe

To please a companion

Around the fire at the club,

Being certain that they and I

But lived where motley is worn:

All changed, changed utterly:

A terrible beauty is born.

That woman’s days were spent

In ignorant good-will,

Her nights in argument

Until her voice grew shrill.

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What voice more sweet than hers

When, young and beautiful,

She rode to harriers?

This man had kept a school

And rode our wingèd horse;

This other his helper and friend

Was coming into his force;

He might have won fame in the end,

So sensitive his nature seemed,

So daring and sweet his thought.

This other man I had dreamed

A drunken, vainglorious lout.

He had done most bitter wrong

To some who are near my heart,

Yet I number him in the song;

He, too, has resigned his part

In the casual comedy;

He, too, has been changed in his turn,

Transformed utterly:

A terrible beauty is born.

Hearts with one purpose alone

Through summer and winter seem

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Enchanted to a stone

To trouble the living stream.

The horse that comes from the road,

The rider, the birds that range

From cloud to tumbling cloud,

Minute by minute they change;

A shadow of cloud on the stream

Changes minute by minute;

A horse-hoof slides on the brim,

And a horse plashes within it;

The long-legged moor-hens dive,

And hens to moor-cocks call;

Minute to minute they live;

The stone’s in the midst of all.

Too long a sacrifice

Can make a stone of the heart.

O when may it suffice?

That is Heaven’s part, our part

To murmur name upon name,

As a mother names her child

When sleep at last has come

On limbs that had run wild.

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What is it but nightfall?

No, no, not night but death;

Was it needless death after all?

For England may keep faith

For all that is done and said.

We know their dream; enough

To know they dreamed and are dead;

And what if excess of love

Bewildered them till they died?

I write it out in a verse --

MacDonagh and MacBride

And Connolly and Pearse

Now and in time to be,

Wherever green is worn,

Are changed, changed utterly:

A terrible beauty is born.

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SOURCES FOR QUESTION 2

SOURCE PACKSOURCE A

Edwin Poots on Twitter - Easter 2013

"I had forgotten it is the 97th anniversary of a failed rising by subversives."

SOURCE B

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Jude Collins – blog – Easter 2013

The men who seized the GPO were, inside a week or so forced to surrender. Most people would call that a defeat. Except that it was a defeat that led to victory in the war. Within six years of the Rising, republicans had succeeded in achieving independence for twenty-six out of thirty-two counties.

SOURCE C

Official Report by General Sir John Maxwell on the Easter Rising, April 1916

There were numerous cases of unarmed persons killed by rebels during the outbreak have been reported to me.

I wish to emphasize that the responsibility for the loss of life, however it occurred, the destruction of property and other losses, rests entirely with those who engineered this revolt, and who, at a time when the empire is engaged in a gigantic struggle, invited the assistance and cooperation of the Germans.

Source Records of the Great War, Vol. IV, ed. Charles F. Horne, National Alumni 1923

SOURCE D

Patrick Pearse at his court-martial, 2 May 1916

“We seem to have lost, we have not lost. To refuse to fight would have been to lose, to fight is to win, we have kepy faith with the past and handed a tradition to the future. If our deed has not been sufficient to win freedom, then our children will win it by a better deed”

SOURCE E

Deputy First Minister Martin McGuinness April 2014

“I think what we have to commemorate first and foremost is the Easter Rising and all those heroes who liberated this part of Ireland”

SOURCE F

The Irish Independent newspaper, Thursday 4th May 1916

The men who took the initiative in disturbing the peace of the country have not, and had not, a shred of public sympathy. Whilst they held certain strongholds the military were being called for and longed for by the citizens. These men are now held prisoners in England and the leaders who organised and the prominently active spirits in this "rising" deserve little consideration or compassion. So far as we are concerned when we think of the many valuable lives lost, the hundreds of innocent victims – many of them buried in unknown graves because their friends could not be discovered, when we think of the enormous material damage which has already been done and the huge loss of trade and employment which must be the consequence, we confess that we care little what is to become of the leaders who are morally responsible for this terrible mischief.

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SOURCE G

D G Boyce from ‘Ireland 1828-1923’

The rebels had bungled, yet their rising was a turning point in the history of modern Ireland. They held out for only a week, and sporadic fighting outside Dublin was easily oppressed by the Crown forces, but their stand for freedom caught the imagination of nationalist Ireland.

SOURCE H

Martin Walton from CURIOUS JOURNEY: An Oral History of Ireland’s Unfinished Revolution,by Kenneth Griffith and Timothy O’Grady, (Mercier Press, 1998).

After the Rising we started to reorganize immediately – to look for guns, try and buck up the language, the Gaelic League and any other organization that wasn’t banned and that we could get into. It was a terrible time. There were still thousands of Irishmen fighting in France and if you said you had been out in Easter Week one of their family was liable to shoot you.

SOURCE I

Letter home from Australian Catholic soldier in British Army stationed in Dublin – Sergeant James Joseph Makin

Is it not deplorable that trouble has broken out in Ireland? It is astounding, in as much as there are thousands of fine men in the Irish regiments here, who are moved by the highest sense of patriotism. Who can deny that these Irish regiments are not among the best of the British fighting units and are fighting to uphold British integrity and traditions? I have mixed with them for a month and I know their spirit. And yet they are having their honor and name filched away by a ruffian horde, blinded by long-past wrongs and kindled by German gold and influence. Let me hope that the trouble will be stamped out this time for good and all, as assuredly it will be, but at the expense of much needed lives at a critical moment.

SOURCE J

Jim Allister (leader of TUV party) on Let’s Talk 2013

“we should not celebrate some foreign, grubby failed rebellion one hundred years ago in some other place. There is nothing to celebrate about that other than its failure.”

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SUGGESTED RESOIURCES

Easter Rising websites

Films and videos

http://www.timelines.tv/index.php?t=2&e=9#

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http://www.rte.ie/archives/

https://www.youtube.com/watch?v=Cew_ZLgi3Cc

https://www.youtube.com/watch?v=g6diBvajpmk

https://www.youtube.com/watch?v=3J4hH4UzG-w

(commemoration of Rising in 2010)

https://www.youtube.com/watch?v=n5hslg8qEt8

(very good Fergal Keane documentary)

https://www.youtube.com/watch?v=oCkxwROWYAQ

(Robert Kee documentary on the Rising)

https://www.youtube.com/watch?v=Hd-61UV_TLk

(British Pathe newsreel on the rising at Liberty Hall )

GENERAL

NEWSPAPER ARCHIVE

http://newspaperarchive.com/?gclid=CjgKEAjwq_qcBRDZ-PeZ7NGQiVwSJAATT7q2co4FAxmLH7EBS3is_Xk4TdRlz9SlyKP_X7G4q2Yt0PD_BwE

(May ask for a subscription)

PRONI

http://www.proni.gov.uk/index/search.jsp/search.lsim?sr=0&nh=10&cs=iso-8859-1&sc=&sm=0&mt=1&ha=proni-cms&qt=easter+rising

NATIONAL LIBRARY OF IRELAND

http://www.nli.ie/1916/

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http://www.bbc.co.uk/history/british/easterrising/index.shtmL

IRISH MILITARY RECORDS

http://www.militaryarchives.ie/collections/online-collections/military-archives-irish-army-census-records

http://www.easter1916.ie/index.php/rising/witnesses/

http://www.independent.ie/irish-news/new-digital-archives-store-tales-of-1916-rising-volunteers-29923477.html

http://www.firstworldwar.com/posters/index.htm

http://www.firstworldwar.com/source/dublin_maxwell.htm

http://www.historylearningsite.co.uk/1916_easter_rising.htm

http://www.history.com/this-day-in-history/the-easter-rising-begins-in-dublin

http://greatwar.ie

(Royal Dublin Fusiliers Association good on Irish soldiers attitudes to the war during the Rising)

WOMEN

http://www.easter1916.ie/index.php/people/women/

https://www.facebook.com/pages/Women-in-the-1916-rising/106229106129470

http://www.irishtimes.com/culture/heritage/women-played-key-and-courageous-role-in-1916-rising-1.1657815

http://arrow.dit.ie/cgi/viewcontent.cgi?article=1048&context=aaschmedart

(The Forgotten Role of Women Insurgents in the 1916 Rising)

https://www.youtube.com/watch?v=FiZJ2C8EwSA

(Women and the Rising)

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