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HISTORY – 1ST YEAR Resources: People of the Past 1 / Living History 1. Selected teacher’s worksheets. Videos: A Knight’s Tale, Gladiator, Ben-Hur, Selected tv documentaries (e.g. Renaissance). Relevant internet sites. Course Timetable: September
– December (a) The work of the historian. - Terminology (bias, propaganda etc.) -
Sources -
Measuring Time -
Archaeology [possible
links with science – dating techniques] (b)
Ancient -
Mesolithic -
- Bronze Age - Celtic Ireland [possible links with art dept] - Early Christian Ireland (c)
Ancient Civilisation. -
Ancient -
Ancient January-April (d)
Medieval Life. - The Feudal System explained - Life in a Castle (Lords & Knights) - Life on a Medieval Manor - Life in a Medieval Town - A Monk in a Medieval Monastery (e)
Renaissance. [possible
links with art dept] - The Reformation begins (where and why?) - Painting & Sculpture (individual study of Da Vinci/Michelangelo/Dürer). - Architecture - Printing & Literature - Science & Astronomy -
The Renaissance outside May (f)
Revision. Assessment Class
tests at the end of each topic (e.g. Stone Age HISTORY – 2nd YEAR Resources: People of the Past 2 / Living History 1. Selected teacher’s worksheets. Videos: The Patriot, Conquistadors (BBC Series), Selected tv documentaries (e.g. industrial revolution). Relevant internet sites. Course Timetable: September
– December (a) Explorations. [possible links with geography dept.] - Why? - Improvements in sailing & Navigation - Portuguese & Spanish explorers * Christopher Columbus - Conquistadors - Effects/Consequences of Exploration (b)
Reformations. [possible
links with RE dept.] - Why? * Martin Luther - Other Reformers (Calvin, Henry VIII) - Counter Reformation - Effects/Consequences of Reformation (c)
Plantations (1). -
Background : -
Plantations of Laois/Offaly & January-April (d)
Plantations (2). *
- Cromwellian - Overall effects/consequences of plantations (e)
Political Revolutions. - American Revolution * George Washington - French Revolution - Robespierre & Reign of Terror - 1798, United Irishmen & Wolfe Tone For HL course an emphasis should be placed on connections/links between revolutionary movements. (f)
Social Revolutions. - Agricultural Revolution - Industrial Revolution - Transport Revolution *
Working & Living conditions in Industrial Revolution -
May (g)
Revision. Assessment Class tests at the end of each topic. Again, these should build into mid-term and Christmas/Summer tests in the form of a spiral curriculum. The main objective should be that students become familiar with material that will be examined and also become confident with handling questions in an exam setting. Particular emphasis should be placed on drawing out patterns of continuity and change. Source based questions from Q5 of the HL JC should be introduced where relevant, as well as a continued emphasis on People of the Past Questions and short answer questions. Where a whole class is working towards the OL exam particular focus should be given to the syllabus requirements to study one key personality/figure/event from each relevant section (as per * above - see revised guidelines, 1996). Otherwise, such a differentiation can be teased out in assessment. Teacher should also aim to complete a class project (poster/booklet etc.) on one of the topic areas. HISTORY – 3rd YEAR Resources: People of the Past 3 / Living History 2 Selected teacher’s worksheets Videos: BBC Learning Zone Broadcasts (Nazi Germany and Cold War, 5 x 25 mins sections) Selected scenes from: - Nazis: A Warning From History (BBC series) - People’s Century (BBC series) - The Cold War (CNN series) - Mussolini ( - Triumph of the Will (Leni Riefanstahl) - The - Seven Ages (RTE series) Relevant internet sites. Course Timetable: September
– December (a)
Political Developments in - Home Rule & World War 1 - 1916 Rising - 1916-1918, Growth of Sinn Féin -
War of - Partition/Treaty/Civil War (1920-1923) - Cumann na n Gaedheal in power (1922-1932) - Fianna Fáil in power (1932-1939) -
The Emergency/World War 2 in -
Changing -
Modern -
(b)
Social History. -
Changes in rural -
Changes in urban - Changes in the lives of women - Changes in Transport & Communication - Changes in Work & Leisure E
Where a whole class is working towards the OL
exam, full emphasis could be placed on the social, rather than political, aspect
of 20th century January-February/March (c)
- Post World War 1 situation - Fascist Italy, 1922-1943 [possible links with Italian dept.] -
-
- World War 2, 1939-1945 (d) Cold War - Origins -
3 Crises ( - End of Cold War March
- April (e)
Revision. - Years 1 & 2 of course and past papers. Assessment Class
tests at the end of each topic, especially emphasising the use of sources from
past papers for questions 1 and 2 of the JC exam.
Q6 style questions of the HL JC should be introduced where relevant, as
well as a continued emphasis on short answer questions.
Where a whole class is working towards the OL exam particular focus
should be given to Irish Social History and HISTORY – JC CYCLE, GENERAL COMMENTS As
a department an effort should be made to centralize, collect and record
resources so that they are easily accessible for relevant teachers.
Such resources should be stored in a secure environment.
There is a need to integrate the JCSP programme into the above outline,
but it should seek to reinforce the existing structure.
With this in mind a particular emphasis is to be based on developing a
bank of keywords for each topic area, and introducing teaching techniques that
reinforce this idea (e.g. SQR, – Survey, Question, Read – Mind Maps, Writing
Frames – for sample People in History answers etc.)
Additional literature/books should be displayed and made available to
students. There is also a need to
develop school outings (e.g. Kilmainham gaol, Useful websites: http://www.scoilnet.ie/lookathistory/ (video clips for 3rd year Irish history) http://www.historychannel.com/ http://www.bbc.co.uk/history/forkids/ http://www.bbc.co.uk/schools/11_16/history.shtml http://www.ancientegypt.co.uk/menu.html http://www.spartacus.schoolnet.co.uk/ http://www.salariya.com/web_books/ http://members.aol.com/donnandlee/ (Mr Donn’s Ancient History Page) http://www.show.me.uk/ TRANSITION YEAR HISTORY – TY (TRANSITION YEAR) History in TY should bridge the gap between the JC and LC cycle. In line with the development of the new LC course, history in TY should focus on the interpretation of sources and the attendant skills that are required and encouraged through this form of study (Enquiry – Evidence – Exploration / Comprehension – Comparison – Criticism – Contextualisation). It should also prepare students for the level of written work and analysis that is required at LC level, and as such students should be introduced to the rudiments of essay writing. There is a need to develop a number of modules that can be rotated. As there is no text book for the year, the department should investigate putting together various ‘resource packs’ that could soft bound and used year on year. Currently, the subject option is too loose (there is an over-dependence on photocopied sheets with all the associated problems). Structured resource packs would help tighten this up and provide students with a clearer structure for learning. Current modular studies include:
Future models planned include:
Assessment should be by way of a short written project on some aspect of the modules covered. This should be completed by students individually or in groups of no more than four and should be in a format similar to the Research Study Report that is completed as part of the LC course. Aims: §
To
introduce students to some of the broad themes, ideologies, and key events of 20th
century history, in both an Irish and European context. §
To
encourage students to be able to read historical texts (primary and secondary)
with a view to developing key life skills: comprehension, extrapolation,
sequencing, note-taking, comparison, construction of arguments, debating and
reasoning. In a more abstract sense,
to also encourage creativity, associative thinking, and insight – the ability
of individuals to see situations in context and empathise.
Where possible, to link past situations with present dilemmas facing
individuals and society at large (e.g. terrorism, war, nationality /national
identity). Students should become
aware there is no one ‘right’ interpretation of the past, and should also
see how events of the past have shaped the world we live in today (in both an
Irish and European context). §
To
provide a solid introduction to some key components of the Leaving Cert. History
course.
LEAVING
CERTIFICATE HISTORY – 5th Year A total of
four fields of study must be examined from a list of twelve.
One of these fields of study is compulsory and rotates every twoyears,
the other three choices are at the teacher’s discretion.
For the 2006/2007 exam the compulsory field of study is ‘Movements for
Reform’ from the Irish history section of the course.
For the 2007/2008 exam sitting it is ‘The United States and the
World’ from the history of Books: Movements for Reform (1870-1914). M.E. Collins (Edco). Topic 2 of new LC course (Irish history). Sovereignty & Partition (1912-1949). M.E. Collins (Edco). Topic 3 of new LC course (Irish history). Course Timetable: September (a) The work of the historian – Introduction (Source Analysis) a. Explanation of various terms. b.
Introduction to & study of sources
(written, oral, pictorial/photographic/cartoons). c.
Introduction to research (where to find
material and how to reference it) and basic essay writing skills. d.
Outline of course (5th & 6th
year). October-December (b)
Late 19th century Ireland & Home
Rule a. Social Organisation (landlords & tenants, religion & education). b.
Political Organisation
( c. The Beginning of Home Rule (Butt & Gladstone). d. Parnell, the Land League & the Development of Home Rule. e.
*** Case Sudy 1 – The
Elections of 1885-1886. f. Home Rule Delayed (Solving the Land Question) / Home Rule Crisis. g.
The (c)
Cultural Nationalism a. Key terms explained / Anglicisation of Ireland. b. *** Case Study 2 – The GAA 1884-1891 c. Gaelic League & Irish Literary Revival. January/February
(d) New ideas for a new century
a. b. D.P. Moran & growth of a Catholic Identity c. Feminism & Women’s Rights (f)
Industry & the Irish Labour Movement a. Industrialisation & Industrial decline (North-East versus South) b. Connolly & Larkin – Irish Socialism & Trade Unionism c.
***Case
Study 3 – February-March (g)
a. Briefly revisit main events and personalities of Ulster Crisis (1910-1914). b.
c. 1916 Rebellion (planning, events, aftermath). d. Victory of Sinn Féin. (h)
a. Dail Éireann. b.
IRA & War of c. *** Case Study 1 –Treaty. d. Fallout of Treaty & Civil War (June 1922-May1923). March-April (i)
a. Development of Parties b. Consolidating Democracy (1922-1937) c. Anglo-Irish Policy d. Economic & Social Policy (j)
a.
A Gaelic and b. *** Case Study 2 (Eucharistic Congress) (k)
a. Preparing for neutrality and what it meant. b. Life during the Emergency. c. Northern Ireland & WW2. d.
*** Case
Study 3 – Assessment Class tests at the end of each case study should test both the immediate events of that study as well as a knowledge of the wider situation. These should build into mid-term and Christmas/Summer tests in the form of a spiral curriculum. The main objective should be that students become familiar with material that will be examined and also become confident with handling questions in an exam setting. Particular emphasis will be placed on analyzing source material and structuring paragraph/essay answers. At Easter of 5th year, students should be introduced more fully to the idea of a Research Study and how it will be structured. They should spend some of this time planning possible areas of interest/study which would form the basis of further work over the summer. HISTORY – 6th Year Books: The
compulsory document study for the 2008-2009 LC exam is ‘The United States and
the World, 1945-1989’ (Topic 6 of Course Timetable: September
- October (a)
Origins & Growth of Fascist Regimes in a.
Communism in b.
*** Case Study 1 – Stalin’s
Show Trials (1936-1938)
c. Mussolini’s d.
The Nazi-State in Peace – Origins & Growth. e.
*** Case Study 2 – The November
(b)
Inter-War a. Causes of Depression b. General Strike, 1926 c.
Great Depression – d. *** Case Study 3 – The Jarrow March (October 1936) (c) Anglo-American Popular Culture in Peace & War – Radio & Cinema. December (d)
Politics & Administration in (e) Hitler’s Foreign Policy & Causes of WW2
(1939-1945) January (e)
World War 2 & Society During the War
(1939-1945) (g)
Introduction to US Politics February (h)
US Foreign Policy, 1945-1972 a.
Truman Doctrine, Marshal Plan & b.
c.
d.
e. *** Case Study – Lyndon Johnson & Vietnam, 1963-68 f. Decline of Cold War Certainties March (i) Economic Boom, Recession & the Affluent Society (j)
Consensus & Troubled Affluence (1945-1968)
a. ***Case Study 2 – b. Collapse of Consensus April (k)
Religion, Mass Media & Higher Education (l)
Advances in Technology
a. *** Case Study 3 – Moon Landing, 1969. May (m)
Revision Assessment As per 5th year. Students should be given one class a week to work on their research project, which should have a firm shape/idea by the beginning of 6th year. As far as possible research and writing up should be supervised by teacher during class time to authenticate that work is students’ own.
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