HISTORY SUBJECT PLAN

Transcription

1 HISTORY SUBJECT PLAN

2 History Department Team: Mr. Ronan Curran Mr. Jamie Dockery Ms. Deirdre Gordon Ms. Bernadette Jordan Ms. Laura McCann Mr. Billi McGhee Ms Margaret O Connor 2

3 INTRODUCTION St. Nathy s College was established to act as a centre of learning. We strive to achieve this within a fostered Christian environment, which equally provides for the faith and personal development of each student. All our school endeavours and activities are directed towards these objectives. 1 As a History Department we are mindful of our role as educators and we set out to nurture the unfolding minds and critical thinking of our students within the ethos of St. Nathy s College. We strive to inspire an interest in History and to impart knowledge and understanding of the past together with the skills necessary for the study and practice of History ever conscious of the responsibility and the importance of the historian as the keeper of humanity s memory. In establishing aims and objectives we take into account the nature of the discipline we teach, the needs of students and staff and the challenges and opportunities offered by curricular and technological change. 1 St. Nathy s College Mission Statement. 3

4 THE DEVELOPMENT OF CONCEPTS AND SKILLS The word History derives from the Greek historia meaning what has been learned from enquiry. The past does not yield up its secrets of its own volition: the sources of which our knowledge depends must be interrogated by historians before they can provide evidence of past events and past societies. 2 The teaching and study of History involves the development of historical thinking, concepts and skills. These are taught both incidentally and explicitly in class. Skills acquired at junior cycle are reinforced and extended at senior cycle when students are challenged to become more sophisticated and critical in their thinking. 2 History Guidelines for Teachers (NCCA, 2004) 4

5 The Development of Literacy We understand literacy and as a consequence learning in a wide context with regard to the effective teaching of History. Our understanding involves such developments as reading, viewing images and historical documents, a sense of what research might involve, oral documentation, the viewing of films and visits to sites of local historical interest. This list is not exhaustive, but is provided to show a range of areas that might be regarded as helping to provide a number of stimuli for an effective development of literacy among the student body pursuing an understanding of History. The literacy skills of students are strengthened in the History class through the development of vocabulary and concepts, oral reading and fluency, comprehension and writing composition. Assessment for learning, assessment as learning and assessment of learning inform instruction and literacy goals and objectives are incorporated into class planning. Strategies designed to improve literacy and to support students to become lifelong readers and writers include: Language development Reading Comprehension development The development of written composition The creation of positive, supportive text-rich classroom environments, where students have access to a variety of texts and to IT. Getting to know students interests and abilities and providing appropriate materials and tasks. Providing opportunities for listening, speaking, reading and writing in each class. 5

6 ORGANISATIOIN All classes are of mixed ability. First and Second years have three classes of History per week. Third years have four and senior students have five. At junior cycle History is a compulsory subject and all students have access to the curriculum at both ordinary and higher levels. At senior cycle students have access to History as a choice subject and all have the facility to follow the course at higher or ordinary level. Emphasis is placed on creating and maintaining an ordered, positive classroom environment which is pleasant for both students and staff to work in and which encourages a sense of belonging, involvement and co-operative learning. The value of History as discipline and its relevance to careers and the world of work are promoted and we work with the Guidance Counsellor in this area. We are conscious that as a school we function within the broader community of Ballaghaderreen and its hinterland. We value the history of the area and seek to raise students awareness of their heritage. 6

7 TEXTBOOKS AND COURSE MATERIALS Textbooks for Junior Cycle Living History 1 (EdCo) First, Second Year Living History 2 (EdCo) Third Year Textbooks for Senior Cycle: Later Modern Ireland Topic 2: Movements for political and social reform Topic 3: Sovereignty and Partition Later Modern Europe and the Wider World Topic 3: Dictatorship and democracy in Europe, Topic 5: European Retreat from Empire and the Aftermath, Topic 6: The United States and the world

8 Homework Homework is an important element in the learning process and provides students with opportunities to consolidate and extend work done in class. It involves not only written assignments but also over learning, study and research as well as revision for examination. Assessment of Learning Assessment of student attainment and progress takes place a number of times each year. There are end of term examinations at Christmas, Easter, and Summer. Mid-Term assessments take place at Halloween and Shrove. Pre-Leaving Certificate and Pre-Junior Certificate examinations are held in February/March. All first years sit a common end of year examination, drawn up collectively by first year teachers and based on pre-planned, agreed course content. Assessment for Learning Activities associated with formative assessment (Assessment for Learning) do not result in an evaluation. Information about what a student knows, understands and is able to do is used by both the teacher and the learner to determine where learners are in their learning and how to achieve learning goals. In the school year we hope to employ some of the following AFL strategies in class: 1. Questioning will be used not only as a pedagogical tool but also as a deliberate way for the teacher to find out what students know, understand and are able to do. 8

9 2. Effective teacher feedback will focus on establishing success criteria and telling the students what they have achieved and where they need to improve. It is important that this feedback provides specific suggestions about how that improvement might be achieved. 3. Peer feedback will allow a student to use the established success criteria to tell another student what they have achieved and where improvement is necessary. 4. Student self-assessment will encourage students to take responsibility for their own learning. It incorporates self- monitoring, self-assessment and self-evaluation. ICT ICT can make a valuable contribution to the study of History and the World Wide Web provides an important research tool for teachers and students. The manual ICT and History may be obtained from The National Centre for Technology in Education, Dublin City University, Glasnevin, Dublin 9, phone , info@ncte.ie, web address: A copy is available in Room 15C. Students are introduced to relevant sites in line with the guidelines outlined on p of History: Guidelines for Teachers (NCCA). They are familiar with and The faculty looks forward to participating in the opportunities offered by the Broadband initiative. 9

10 HEALTH AND SAFETY School Health and Safety Guidelines apply to all History classes and teachers are familiar with School Safety Policy. Fire escape routes and assembly points are displayed in each classroom. Students are required to behave with proper regard for the safety of themselves and of others. If students are taken out of school, school procedure and guidelines for out-of-school activities must be strictly adhered to. Proper care and supervision must also be exercised in line with school policy on internet use. 10

11 1 st Year 11

12 Topic: The Job of an Historian Objectives Content Learning Outcomes Methodology/ Resources Assessment To explore the job of the historian To develop an understanding of key terms such as bias, propaganda, primary and secondary source etc To differentiate between a primary and a secondary source and give examples. To become familiar with different types of historical sources. To explore the job of an archaeologist To differentiate between different methods of dating and assess their effectiveness. Skills needed to be a historian Primary and Secondary sources of information Timelines Bias/Propaganda/ Exaggeration The Work of an Archeologist An Excavation(Dig) Methods of Dating an object Students should be able to: Describe the job of the historian and be able to distinguish between the work of a historian and the work of an archaeologist Identify different types of historical sources such as written sources, visual sources, artefacts and oral sources Distinguish between a primary and a secondary source Show a clear understanding of key terms Locate historical information from a variety of sources eg census, photos, artefacts etc Outline the steps taken in an excavation. Textbook Various artefacts brought into classroom to determine if they are primary/secondary sources and how they could be dated Discussion ICT powerpoint and websites eology.com Written homework Oral questioning Quiz on understanding of key terms Individual research on internet sites given. Resources from 12

13 Topic: Our roots in Ancient Civilisation Objectives Content Learning Outcomes Methodology/ Resources Assessment To explore and describe aspects of pre-christian Ireland eg houses, food, family life To describe aspects of early Christian Ireland To appreciate the importance of Irish Christian missionaries and their work starting with Columbanas. The Mesolithic Age The Neolithic Age houses, food, pastimes, burial customs Evidence of burial sites in Ireland today The Bronze Age The Celts The Life of St Patrick Early Christian monasteries Work/Art in monasteries Early Christian missionaries Students should be able to: Describe in detail houses, food, family life, work, art, craft, tools and burial customs. Trace the development of each of the above from Mesolithic to Celtic times Describe an early Christian monastery knowing the function of each building Name the various works of art produced in these monasteries Compose a piece about the life of a monk in Early Christian Ireland Read textbook Images from internet of monasteries, dwelling places etc Short video clips showing the monasteries of Clonmacnoise and Glendalough Worksheets Website Written homework Oral questioning Worksheets Written exam Hotseat when talking about lives of druids, monks etc Posterwork Individual research on internet. Youtube for video clips 13

14 Topic: Our Roots in Ancient Civilisation contd. Objectives Content Learning Outcomes Methodology/ Resources Assessment To outline sources of evidence for Ancient Rome To explore and describe specified aspects of life in Ancient Rome ( houses, food, family, work etc) To explore the decline of Ancient Rome and reasons for it. To develop an understanding of the spread of Christianity in Rome Sources for Ancient Rome Pompeii Roman soldiers and the Roman Empire Houses Food and Clothes Burial Customs Education Entertainment Roman Gods The Arrival of Christianity Legacy of Ancient Rome Students should be able to: List the sources of evidence for Ancient Rome Describe in detail specified aspects of life in Ancient Rome (as outlined in objectives) To discuss the decline of Ancient Rome To outline the spread of Christianity in Rome Textbook Worksheets Discussion ICT powerpoints DVD Gladiator Documentary Last Day in Pompeii (BBC) co.uk m Written homework Oral questioning Discussion Hotseat people in history Posterwork Written test Worksheets Creating their own powerpoint on various aspects. 14

15 Topic: The Middle Ages Objectives Content Learning Outcomes Methodology/ Resources Assessment To explain the feudal system and how it was used in the Middle Ages Describe a motte and bailey and stone castle and explore how it was defended and attacked. Discuss the lives of the lord, lady and knight in the Middle Ages Develop an understanding of a medieval manor and what life was like on it Explore life in medieval towns by describing their homes and the dangers they had to face Describe a medieval monastery and outline the life of a monk Medieval Society and the Feudal System The Medieval Castle Pastimes Food and Dress Life in the Countryside Life in a Medieval Town The Guilds Medieval Churches and monastic life Ireland in the Middle Ages Students should be able to: Outline what the feudal system was Discuss in detail a motte and bailey and a stone castle and their advantages and disadvantages. Describe how the above castles were defended and attacked Show a good understanding of a medieval manor and what daily life was like there Demonstrate a knowledge of medieval towns and the hazards people had to contend with Discuss why this period of time was so important in Ireland. Read textbook Worksheets Images from internet Discussion Short video clips om Film The First Knight clips of to show knight s armour and tournaments Oral questioning Written homework Written exam Analysing primary written sources from the Middle Ages Table Quiz 15

16 Topic: The Renaissance Objectives Content Learning Outcomes Methodology/ Resources Assessment To explain the main features of Renaissance art, architecture, printing and science Why the Renaissance began in Italy Florence and the de Medici s Renaissance Art techniques and artists Renaissance Art in Northern Europe Renaissance Architecture and Sculpture John Gutenberg and the Printing Press Renaissance literature and William Shakespeare Science and Medicine Results of the Renaissance Students should be able to: Outline why the Renaissance began in Italy Identify the main developments in art Discuss in detail one artist in Italy and one artist in Northern Europe Identify the major works of art by da Vinci, Michaelangelo and one Northern artist Discuss the major features of Renaisance architecture and the works of the most prominent architects Evaluate the main advances in medicine and science during the Renaissance Explore the contribution of Shakespeare to literature. Read textbook Worksheets Images of Renaissance paintings from internet to analyse Discussion ICT Powerpoints Website Written homework Oral questioning Written exam Individual research Small groups to present various aspects of the Renaissance. 16

17 2 nd year 17

18 Topic: Age of Exploration Proposed Time Allocation: 15 classes Objectives Content Learning Outcomes Methodology/Resources Assessment To explain the Treaty of Tordesillas. To explore the reasons for Exploration. To discuss the new developments in technology that made this possible. To present a detailed account of the voyage of Christopher Columbus/Ferdinand Magellan. To examine the conquest of the New World To examine the consequences of Exploration Reasons for exploration. New technology Treaty of Tordesillas Voyage of Columbus/Magellan Conquest of the New World Conquistadors Cortes and Pizzaro Results of Exploration for the natives and Europeans. Students should be able to: Give an account of the conquest of the New World Discuss the treatment of native civilisations and the effects of their conquests. Identify the consequences of the Age of Exploration. Answer short questions, read documents, recognise pictures and write people in history based on this topic. Living History textbook. Discussion Videos and Youtube clips A world map Images of the various technology used. Debate Questioning Worksheets Class Discussion Written Homework Class Exams Posterwork Individual research as part of posterwork Evaluation: 18

19 Topic: The Reformation Proposed Time Allocation: 20 classes Objectives Content Learning Outcomes Methodology/Resources Assessment To familiarise students with key terms. To examine the various causes of the Reformation. To analyse the importance of a key personality, Martin Luther To explore the consequences of Luther s protest. To examine the role of John Calvin and the Reformation in Geneva. Examine the Reformation in England and Ireland. To outline the main consequences of the Reformation for Europe. Evaluation: Background to the Reformation Abuses/Indulgences Martin Luther Lutheran beliefs Luther s protest Diet of Worms Consequences of Luther s protest War of Religion Peace of Augsburg Calvin s Reformation in Geneva Henry the 8 th and the English Reformation The Reformation in Ireland Consequences of the Reformation. Students should be able to: Explain how the Reformation came about. Define the terms, simony, nepotism, pluralism, absenteeism, heresy etc Identify the causes of the Reformation Discuss Calvin and Henry the 8 th s role in the Reformation. Outline the consequences of the Reformation in Ireland, England and Europe. Discussion Internet websites Handouts Video Clips Primary sources eg Luther s 98 theses. Questioning Worksheets Discussion Homework Posterwork Class Exams Reformation Table Quiz 19

20 Topic: Age of Revolutions- America, Ireland and FranceProposed Time Allocation: 20 classes Objectives Content Learning Outcomes Methodology/Resources Assessment To define the term Revolution. To present an overview of the political situation in the colonies before the American war of Independence. Examine the causes and events leading to the outbreak of war. Present a detailed account of the American War of Independence. Identify the reasons the colonists won the War of independence. Discuss the results of the War. Examine the impact of the War on France and Ireland. Study a revolutionary leader - George Washington. Background to the revolutions. Causes and events leading to the American war of independence. American war of Independence and its major turning points eg Valley Forge. Results of the war of Independence. Impact of the American Revolution on other countries. American revolutionary leader: George Washington. Students should be able to; Define the term revolution Be familiar with the background to the revolution [cause& events leading up to war] Outline the acts passed by the British government & why Recall chronological events of the War. Assess the outcome of the different battles. Assess the reasons why the colonists won the war. Explain the results of the war and its impact on France and Ireland. Living History text book Discussion Videos Internet sites and video clips Exam questions from exam papers The Patriot DVD Powerpoint Questioning Worksheets Class Discussions Homework Class exam 20

21 Topic: The Revolutions cont. Objectives Content Learning Outcomes Methodology/Resources Assessment To explain why in1789 the French people revolted against their government To outline the impact of the American Revolution on France. To show how this revolt resulted in such dramatic changes that it s called the French revolution. To explain key terms: Absolute Monarchy etc To give a chronological account of the revolution. To examine the reign of terror under Robespierre To discuss the consequences of the French revolution Evaluation: The Causes of the French revolution. Revolution begins 1789 Fall of the Bastille Declaration of the Rights of man. Fall and execution of King Louis XV1. The reign of Terror. Maximilien Robespierre. End of the Revolution. Students should be able to : Explain the term revolution and why outline the reasons for the French revolution. Explain how French society was unfairly divided. Identify some of the taxes paid by the Third estate. Identify the influence of the American revolution. To write an account on the actual revolution. Identify the role of King Louis and his downfall. Have a good understanding of the reign of terror and the end of the revolution Living History text book Discussion Videos Internet sites and video clips Exam questions from exam papers Questioning Worksheets Class Discussions Homework Class Exam 21

22 Topic: The Revolutions cont. Objectives Content Learning Outcomes Methodology/Resources Assessment To explore what the Penal laws were and why they were introduced. To discuss the impact of these laws on Irish society. To discuss the reasons for the rebellion and where plans for a rebellion originated from To highlight the important episodes in the 1798 rebellion in Ireland. To analyse why it failed. To study in detail Wolfe Tone To explore the effects of the rebellion and how it impacted on future generations Penal Laws Grattan s Parliament The founding of the United Irishmen Reasons for the rebellion Plans for the rebellion Bantry Bay The rebellion in Ulster and Connacht The rebellion in Wexford Fr Murphy Sectarian violence Reasons for failure Effects of the 1798 rebellion Students should be able to: Explain the term Penal Laws Discuss how these laws impacted on Catholics and Presbyterians in Ireland. Outline the reasons the United Irishmen were founded and list their aims Recall all the important episodes of the rebellion. Identify why the rebellion failed. Assess the impact of the rebellion on Irish history. Living History text book Discussion Videos Internet sites and video clips Exam questions from exam papers Questioning Worksheets Class Discussions Homework Class Exam 22

23 Topic: The Industrial Revolution, Agricultural Revolution and the Famine Objectives Content Learning Outcomes Methodology/Resources Assessment To differentiate between the industrial revolution and the revolutions previously studied. To explain the causes of the industrial revolution. To discuss the changes that took place and the inventions that were created. To explore what life was like in the factories and coalmines. To explore what life was like outside of work in Industrial Britain To discuss the changes in transport and the results of these changes. Cottage Industry Reasons for Revolution Inventions in industry Life in the factories and coalmines Agricultural improvements The importance of Tull, Bakewell and Towshend to agriculture Improvements in transport Life in Industrial England Students should be able to: Outline the causes of the industrial revolution List the various inventions and their benefits Discuss improvements in agriculture and their impact. Identify improvements in transport rail, steam, roads and outline the benefits of these. Explain what life was like for a person living and working in Industrial England. Living History text book Discussion Videos Internet sites and video clips Exam questions from exam papers Questioning Worksheets Class Discussions Homework Class Exam 23

24 Topic: The Industrial Revolution, Agricultural Revolution and the Famine Objectives Content Learning Outcomes Methodology/Resources Assessment To define the term famine. To explain the causes of the famine in Ireland. To explore Black 47 To discuss efforts made by the British government to help famine victims To analyse the effectiveness of these methods To explain the consequences of the Irish famine To explain key terms cottier, famine ship, workhouse, soup kitchen etc Evaluation: Background to the famine Causes of the famine What life was like Evictions British reaction Results of the famine People in history Students should be able to: Explain the term famine Outline in detail the causes of the Irish famine Discuss the significance of 1847 Identify methods employed by the British to help famine victims. Express their own opinion on whether they were effective or not. Discuss what life was like in a workhouse and on a public relief scheme. Explain terms eg cottier, workhouse, lazybed etc Discuss the consequences of the famine. Textbook Living History Powerpoint presentation Video Clip Debate Discussion Extracts from books etc Teachers own resources Questioning Quiz Homework Classtest Class discussion 24

25 3 rd year 25

26 Modern Europe Topic: Europe after WWI Proposed Time Allocation: 6 classes Focus will be to: Objectives Content Learning Outcomes Methodology/Resources Assessment Present an overview of the situation in Europe after WWI Emphasise the importance of key concepts and personalities Familiarise students with important and specific vocabulary Give tasks that support the learning outcomes Evaluation: Quick overview of WWI Peace Making and the Treaty of Versailles The Big Four and their attitudes The important terms of The Treaty of Versailles The League of Nations Dictatorship and Democracy in post war Europe The rise of Fascism in Europe Students will be able to: Describe the situation in Europe Name the Big Four and discuss their various attitudes to peace Assess the Treaty of Versailles Recall and rewrite three important terms Explain the purpose of the League of Nations and assess its work Define the terms dictatorship and democracy Distinguish the differences between them Define the term fascism and account for its popularity in post war Europe Chronological narrative approach Powerpoint Dialogues Roleplay Debate Discussion Internet sites and video clips as well as photographs and primary sources Living History Textbook Exam Questions from exam papers Teacher s own resources Questioning Worksheets Class Discussion Homework Exam Questions 26

27 Topic: Fascism in Italy Proposed Time Allocation: 8 classes Objectives Content Learning Outcomes Methodology/Resources Assessment Focus will be on the following: Explanation of key terms e.g. fascism and propaganda Explanation for the reasons for the popularity of fascism in post-war Italy Emphasise the importance of key personality, Mussolini Present an account of Mussolini as dictator Present a view of Italy under Mussolini s rule Examine the reasons for the fall of fascism Give tasks that support learning outcomes Help develop critical thinking Problems in post-war Italy The rise of Fascism in Italy The March on Rome Mussolini becomes dictator Economic policy Propaganda The Lateran Treaty Foreign policy Relations with Hitler Italy and WWII The end of Italian Fascism Students will be able to: Define the term fascism and account for its popularity in post-war Italy Define the term propaganda and explain how it was used by Fascist dictatorships Recall the steps Mussolini took to becoming dictator Evaluate the leadership of Mussolini Assess the impact of his rule on Italy Identify reasons for the fall of fascism in Italy Chronological narrative approach Powerpoint Dialogues Roleplay Debate Discussion Internet sites and video clips as well as photographs and primary sources Living History Textbook Exam Questions from exam papers Teacher s own resources Questioning Worksheets Class Discussion Homework Exam Questions Evaluation: 27

28 Topic: The Rise of Hitler and the Nazis in Germany Proposed Time Allocation: 8 classes Objectives Content Learning Outcomes Methodology/Resources Assessment Explain the problems faced by post-war Germany Emphasis on key personality, Hitler and his main ideas Explain the term Nazism and the reasons for its popularity Explain the steps Hitler took to becoming dictator Discuss Nazi use of propaganda Present an account of Hitlers economic policies Present a view of Germany under his rule Explain the term Holocaust and present a detailed account emphasising vocabulary Problems in post-war Germany Adolf Hitler The Nazi Party The Weimar Republic Mein Kampf The rise of the Nazi Party The Nazi Dictatorship Propaganda Terror Economy Hitler and the Jews The Holocaust Explain three problems faced by post-war Germany Define the term Nazism and account for its popularity Recall three facts about Hitler and three of his ideas set out in Mein Kampf Recall and recite the steps he took to becoming dictator Evaluate his economic policy Define propaganda as used by the Nazis Analyse Nazi use of terror to stay in power Explain term Holocaust and related vocabulary Empathise with victims Chronological narrative approach Powerpoint Dialogues Roleplay Debate Discussion Internet sites and video clips as well as photographs and primary sources Living History Textbook Exam Questions from exam papers Teacher s own resources Questioning Worksheets Class Discussion Homework Exam Questions Evaluation: 28

29 Topic: Hitler s Foreign Policy and the outbreak of WWII Proposed Time Allocation: 8 classes Focus will be to: Objectives Content Learning Outcomes Methodology/Resources Assessment Explain Hitler s three foreign policy aims and his methods of achieving them Emphasise and explain all related vocabulary Explain the policy of appeasement Describe Hitler s relationship with Italy and the Soviet Union Present a detailed account of the lead up to and outbreak of war Hitler dismantles the Treaty of Versailles Closer links with Mussolini Appeasement The Anschluss The Sudetenland and the Munich Conference The end of appeasement The Nazi-Soviet pact The outbreak of war Recall and explain Hitler s three main foreign policy aims Define important vocabulary e.g. lebensraum and Anschluss Recount Hitler s steps in dismantling the treaty Define and explain the policy of appeasement Analyse Hitler s relationships with Mussolini and Stalin and the motives on both sides for signing the Nazi-Soviet pact Recall in chronological order the territories invaded by Germany Chronological narrative approach Powerpoint Dialogues Roleplay Debate Discussion Internet sites and video clips as well as photographs and primary sources Living History Textbook Exam Questions from exam papers Teacher s own resources Questioning Worksheets Class Discussion Homework Exam Questions Evaluation: 29

30 Topic: The Second World War Proposed Time Allocation: 8 classes Focus will be on: Objectives Content Learning Outcomes Methodology/Resources Assessment Explanation of vocabulary and terminology applicable to this war e.g. blitzkrieg Account of the war in the west and the Fall of France Study of important battles and their codenames Outcomes of important battles People in History (2) The impact of America entering the war The end of the war and the dropping of the atomic bomb The effects of WWII Blitzkrieg The Phoney War The war in the west The fall of France The Battle of Britain The War in Africa Operation Barbarossa The Battle of Stalingrad America enters the War The D-Day Invasion The Battle of the Bulge The End of the War in Europe The War in the East The Atomic Bomb The effects of WWII People in History (2) Students will be able to: Explain vocabulary Recall chronological events Match battles with their codenames Assess the outcomes of important studied battles Discuss the effect of America entering the war Explain how and why America entered the war Explain how the war came to an end Assess the relevance of the dropping of the a-bomb Name and explain three effects of WWII. Chronological narrative approach Powerpoint Dialogues Roleplay Debate Discussion Internet sites and video clips as well as photographs and primary sources Living History Textbook Exam Questions from exam papers Teacher s own resources Questioning Worksheets Class Discussion Homework Exam Questions Evaluation: 30

31 Topic: The Cold War Proposed Time Allocation: 7 classes Focus will be on: Objectives Content Learning Outcomes Methodology/Resources Assessment Causes of the war Definition of term cold war Explanation of specific vocabulary Study of three case studies: 1. the Berlin Blockade and airlift 2. the Korean War 3. the Cuban Missile Crisis causes of and results and outcomes of each Account of the end of the war and the collapse of Communism What caused the Cold War The Berlin Blockade and airlift The Korean War Peaceful co-existence The Cuban Missile Crisis The end of the Cold War The Collapse of Communism in Eastern Europe Students will be able to: Explain three reasons for this war Define the term cold war Write a detailed account of one of the case studies Display a reasonable knowledge of the other two Account for three reasons for the end of the war Assess the reasons why the end of the cold war brought about an end to Communism and write an account of the collapse of Communism Chronological narrative approach Powerpoint Dialogues Roleplay Debate Discussion Internet sites and video clips as well as photographs and primary sources Living History Textbook Exam Questions from exam papers Teacher s own resources Questioning Worksheets Class Discussion Homework Class Tests Evaluation: Exam Questions 31

32 Political Developments in Ireland in the late 19 th and early 20 th centuries Term 2 & 3: 15 wks: 45 classes Topic: Ireland: The struggle for Independence Proposed Time Allocation:8 classes Objectives Content Learning Outcomes Methodology/Resources Assessment Explain the effects of the union with Britain on the political situation in Ireland leading to the formation of two distinct groups Nationalist and Unionist. Explain the meaning of each term Explain and define the term Home Rule Emphasise the importance of the third Home Rule Bill Discuss the impact of WWI on Irish politics Present an account of the Easter Rising and evaluate its consequences Emphasise key personalities and events Account for the rise in popularity of the Sinn Fein party after WWI Emphasis important vocabulary Home Rule Nationalists and Unionists Politics in Britain 1911 Parliament Act and the Third Home Rule Bill Reaction in Ireland to the Third Home Rule Bill The effect of the outbreak of WW1 The 1916 Easter Rising People in History A Unionist living in Ulster who opposed Home Rule Students will be able to: Define specific vocab Account for the effects of the Union with Britain and its influence on Irish politics Assess the importance of the Third Home Rule Bill Analyse the impact of WWI on Ireland Identify and name the organisers of the 1916 Rising Account for the reasons for the Rising in 1916 List the main aim of the Rising Assess the outcome and effects of the Rising Explain the reasons for the rise of Sinn Fein party Write definitions of important terms Chronological narrative approach Powerpoint Dialogues Roleplay Debate Discussion Internet sites and video clips as well as photographs and primary sources Living History Textbook Exam Questions from exam papers Teacher s own resources Questioning Worksheets Class Discussion Homework Class Tests Exam Questions Evaluation: 32

33 Topic: The Irish War of Independence Proposed Time Allocation:8 classes Objectives Content Learning Outcomes Methodology/Resources Assessment Explain the importance of the 1918 election Explain the aims and ideals of Sinn Fein Explain the causes of the War of Independence Emphasis key moments in the war Examine the terms of the treaty Discuss reaction to the Treaty in Ireland Explain the causes of the Civil War Emphasis key moments Examine the consequences of the war Discuss and emphasis key political personalities Emphasise key vocabulary The 1918 General Election The Irish War of Independence Bloody Sunday The Truce The Treaty Negotiations Reaction to the Treaty The Civil War People in History A republican during the War of Independence Discuss the importance of the 1918 election Recall the political aims of the Sinn Fein Party Recount the causes of the War of Independence Recall important chronological events in the was Assess their importance Assess the terms of the treaty and understand the consequences of these terms Explain the causes of the civil war and recall important chronological events Name key personalities and discuss their political ideals Explain key vocabulary Chronological narrative approach Powerpoint Dialogues Roleplay Debate Discussion Internet sites and video clips as well as photographs and primary sources Living History Textbook Exam Questions from exam papers Teacher s own resources Questioning Worksheets Class Discussion Homework Class Tests Exam Questions Evaluation: 33

34 Topic: The Irish Free State Proposed Time Allocation:7 classes Objectives Content Learning Outcomes Methodology/Resources Assessment Explain the origins and political ideals of the Cumann na ngaedheal party Examine its policies and the reasons behind these policies Explain the outcome of the findings of the Boundary Commission Examine the Foreign Affairs policy of the Cumann government Explain the importance of the Statute of Westminster in relation to Irish Independence Discuss this in relation to the terms of the Treaty and the argument Michael Collins made in favour of it Emphasise key personalities and vocabulary Cumann na ngaedhael Managing the economy and political change The Boundary Commission Foreign Affairs Proving Independence Assess the contribution made to Irish politics by the Cumann na ngaedhael government Recount the outcome of the findings of the Boundary Commission and explain the effects of these findings Assess the foreign affairs policies of the Cumann government Define key vocabulary Assess the contribution made by key personalities Chronological narrative approach Powerpoint Dialogues Roleplay Debate Discussion Internet sites and video clips as well as photographs and primary sources Living History Textbook Exam Questions from exam papers Teacher s own resources Questioning Worksheets Class Discussion Homework Class Tests Exam Questions Evaluation: 34

35 Topic: Ireland in the 1930 s Proposed Time Allocation:7 classes Objectives Content Learning Outcomes Methodology/Resources Assessment Discuss the results of the 1932 General Election Explain the origins and political ideals of the Fianna Fail party Explain their rise in popularity Examine the difficulties faced by them in dealing with the IRA Examine the causes of the Economic War in relation to Fianna Fail s foreign policy Explain the outcome of the war Examine the steps taken by the Fianna Fail gov to dismantle the terms of the treaty Examine the origins of the Blueshirts and their aims Emphasise key terms and personalities Fianna Fail comes to power Dealing with the IRA Land Annuities and the Economic War Dismantling the Treaty The Blueshirts Recall the results of the General Election 1932 Explain the main politic ideals of the Fianna Fail party Assess for the rise in popularity of the Fianna Fail party Account for the reasons why Fianna Fail had difficulty dealing with the Ira and explain how they dealt with these problems Assess the gov s foreign policy and recall the steps it took to dismantle the terms of the treaty Discuss the aims of the Blueshirts and the reasons for their formation Define key terms and discuss key personalities Chronological narrative approach Powerpoint Dialogues Roleplay Debate Discussion Internet sites and video clips as well as photographs and primary sources Living History Textbook Exam Questions from exam papers Teacher s own resources Questioning Worksheets Class Discussion Homework Class Tests Exam Questions Evaluation: 35

36 Topic: Social Change in Ireland in the 20 th Century Proposed Time Allocation:7 classes Objectives Content Learning Outcomes Methodology/Resources Assessment Explain the term Social Change Present an overview of life in Ireland and of the changes that have taken place in Irish society during the 20 th century Emphasise key developments in the various areas under study Rural Ireland Urban Ireland Transport The Role of Women Entertainment Communication People in History A Woman who has witnessed change in Ireland since 1950 Define the term social change Write an account of the changes that have taken place in Irish society in the various areas being studied Write an account of a woman who has witnessed change in Ireland since This must contain ten points of information Chronological narrative approach Powerpoint Dialogues Roleplay Debate Discussion Internet sites and video clips as well as photographs and primary sources Living History Textbook Exam Questions from exam papers Teacher s own resources Questioning Worksheets Class Discussion Homework Class Tests Exam Questions Evaluation: 36

37 Topic: Northern Ireland Proposed Time Allocation:8 classes Objectives Content Learning Outcomes Methodology/Resources Assessment Examine the origins of the state of Northern Ireland Explain the political situation in Northern Ireland at the start of the century Explain the tensions and the reasons for them between Unionists and Nationalists and the effects of these tensions Explain key terms Assess the contribution made by key personalities Examine life in Ireland for Catholics and Protestants Examine key events leading to the Good Friday Agreement The birth of the state World War II Life for Catholics The Civil Rights Movement the Troubles 1970 s the Troubles worsen-bloody Sunday Sunningdale Agreement IRA Ceasefire The Good Friday Agreement 1997 Account for the reasons for the establishment of the State Account for the reasons for tensions between the two communities in N.I. Define the term the Troubles Recall defining events during the Troubles Assess key agreements made in the search for a solution Assess the contributions made by key personalities Chronological narrative approach Powerpoint Dialogues Roleplay Debate Discussion Internet sites and video clips as well as photographs and primary sources Living History Textbook Exam Questions from exam papers Teacher s own resources Questioning Worksheets Class Discussion Homework Class Tests Exam Questions Evaluation: 37

38 Topic: Revision Objectives Content Learning Outcomes Methodology/Resources Assessment Revise and prepare students for the examination First and Second year material To be prepared for the examination Chronological narrative approach Powerpoint Dialogues Roleplay Debate Discussion Internet sites and video clips as well as photographs and primary sources Living History Textbook Exam Questions from exam papers Teacher s own resources Questioning Worksheets Class Discussion Homework Class Tests Exam Questions Evaluation: 38

39 St.Nathy s College Transition Year Programme. Subject: History 39

40 School year: Teacher: Mr. R. Curran Approximate duration: TERM 1 31st Aug-22nd Dec TERM 2 7th Jan- 16th Mar TERM 3 4th Apr-31st May Timetabled classes 2 per week 1 x 40mins and 1 x 35 mins = 75mins total 40

41 Aims: The primary Aim is that the students understanding of History will be greatly enhanced by an introduction to the ways in which historians work. That the students will experience at first hand the various tools of enquiry that the Historian uses. That the students will gain a deeper understanding of the different stages of Historical research. That the students will be brought to a deeper awareness of their own individual and family History. To foster a deeper understanding and awareness within the students of the history of their own locality. It is hoped that the students will experience what it is like to engage in independent learning through doing some individual historical research of their own. That the students will come to value the importance of the pursuit of objectivity for the historian. Objectives/Desired Learning Outcomes. 41

42 In doing this History Programme it is hoped that the student will be brought to a deeper understanding of The Historian at work. Students will be able to appreciate and consider the following aspects of the historian s work. That all historical writing is based on evidence: What is meant by evidence, the distinction between source and evidence, the making of judgments based on evidence. The main varieties of historical evidence Public records, records of private institutions, letters, memoirs, eyewitness accounts, artefacts etc. The main repositories of historical evidence Archives, libraries, museums. How the historian interrogates a body of evidence. The questions an historian asks of a potential source of evidence e.g. Who produced this? Why? For what purpose? When? In What circumstances? The different stages of historical research 42

43 Defining a problem or issue for investigation, locating potential sources of evidence, asking the right questions of the sources, keeping a record of relevant data, collating one s findings, making reasoned judgments based on evidence. The pursuit of objectivity How the historian strives to be fair and unbiased in the practice both of research and writing. The historian s readiness to revise in the light of new evidence or new insights How new evidence can emerge or old evidence be re-interpreted; the historians commitment to truth seeking. The complex nature of historical change and the challenge of explaining its dynamics How they interact; how the historian endeavours to make sense of interweaving forces of change. Students will be able to compile and organise their own Family Tree. Students will be able to compile a project on a Local History topic and come to a deeper appreciation of the history of their own area. Students will be able to analyse the lives of locally important historical figures. Students will be able to appreciate the beauty and historical significance of some famous Irish historical artefacts e.g. The Cross of Cong. 43

44 Content: The student s own personal history. The students will present an illustrated timeline of this. The importance of the various tools of enquiry that the historian uses. How to compile my own Family Tree. The students will learn how to engage in meaningful historical research. The students will compile a project on their own family history. The history of St. Nathy s College, Ballagadereen. The history of Ballaghaderreen and its local environs. Local museums and places of historical interest. Significant historical events in our own local area Module on History through Sport to include the following topics: The G.A.A. Hitler and the 1936 Berlin Olympics Racism in Sport The 1972 Munich Olympics Muhammad Ali 44

45 Boycotts, Religion and Politics in Sport The 1989 Hillsborough Disaster Module on Days that Shook the World that might include the following topics: Wright Brothers-first flight Discovery of Tutankhamun s tomb Anglo- Irish Treaty 1921 Bombing of Pearl Harbour Hiroshima Assassination of JFK 9/11 Students will do research on another historical event and report on it. Module on The Holocaust to include the following topics: Hitler and Mein Kampf Rise of Nazi Party Key Personalities 45

46 Wannsee conference and the Final Solution Extermination Camps Life and Death in Auschwitz Film study: Schindler s List Genocide Possible visit from a Holocaust survivor There will also be a module in 2016 that will focus on The Easter Rising A visit to Glasnevin Cemetery and Kilmainham Gaol will also be undertaken as part of this module. It is also hoped that the TY class will be able to be involved in the organisation and commemoration of The Rising in our school. Assessment: The students will be assessed using the following methods: Written work Aural work Oral work Project work 46

47 Individual presentations Group presentations Continual assessment Displays Group work Teaching and Learning Strategies: Varying the Stimulus Group work Project work Lower order questioning Higher order questioning Concept formation, Development and Recognition Use of I.T and Data projector 47

48 Role Play Visits to museums and places of historical interest Class visits from local historians Whiteboard Research Use of audio visual material as a learning strategy Experience and Tradition teaching strategy Resources: Books Newspapers DVD s College archives Visits from Guest Speakers 48

49 Internet sources Census Reports from Central Statistics Office Historical T.V documentaries Visits to museums Visits to places of historical importance The Teacher s own experience and knowledge as a resource Oral sources of historical information Interviews with family relatives for Family Tree Data Projector I.T Pictures of historical artefacts Cross Curricular Links: History will have cross curricular involvement with the following subjects; Environmental Science and Archaeology English 49

50 Mathematics Art Irish Issues arising out of class content can be identified as points of discussion in other subjects. Provision for Health and Safety Requirements: As outlined in the Health and Safety Policy of the School. 50

51 LEAVING CERTIFICATE HISTORY COURSE OUTLINE PLAN 51

52 Aims The History department will work in co-operation to address the syllabus, review progress and methodologies on a regular basis, so that we can: Year 1 Inspire students with a love and enthusiasm for history, local, national and international, which will help to deepen the range and quality of their educational experience Consolidate the skills of history acquired in Junior Cycle and develop these skills further ( research skills, working with evidence) Develop an in-depth knowledge of aspects of Irish, European and world history Deepen an awareness in students of the impact the people and events of the past have on our lives today Year 2 Build and expand on student knowledge of historical concepts acquired in year one Develop the research skills essential for the study of history Develop life-skills the ability to think critically and the discovery of self-directed learning Lay the foundation for achieving optimum results in the leaving certificate examination. 52

53 Year 1 Teacher: Mr. Jamie Dockery Topic 1: LMI 3 The pursuit of sovereignty and the impact of partition, Textbook: The pursuit of sovereignty and the impact of partition. M.E. Collins (EDCO). Topic 2: LMI 2 Movements for political and social reform, Textbook: MOVEMENTS FOR REFORM M. E. Collins (EDCO). Year 2 Teacher: Mr. Billi McGhee Topic 1: LMI 3 The pursuit of sovereignty and the impact of partition, Textbook: The pursuit of sovereignty and the impact of partition. M.E. Collins (EDCO). Topic 2: LME 6 The United States and the world, Topic 3: Case study Dictatorship and democracy in Europe,