HISTORY SUBJECT PLAN
2015-16
1
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
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.
St. Nathy’s College Mission Statement.
1
3
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
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reading, viewing images and historical documents, a sense of what research might involve, oral documentation, the viewing of films and visits to sites of local historical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.
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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
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 1870 - 1914
Topic 3:
Sovereignty and Partition 1912 - 1949

Later Modern Europe and the Wider World

Topic 3:
Dictatorship and democracy in Europe, 1920 – 1945
Topic 5:
European Retreat from Empire and the Aftermath, 1945 - 1990
Topic 6:
The United States and the world 1945-1989
7
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
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 01 700 8200, email: [email protected], web
address: www.ncte.ie. A copy is available in Room 15C.
Students are introduced to relevant sites in line with the guidelines outlined on p. 53-54 of History: Guidelines for Teachers (NCCA). They are familiar with www.scoilnet.ie
and www.hist.ie.
The faculty looks forward to participating in the opportunities offered by the Broadband initiative.
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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
st
1 Year
11
Topic: The Job of an Historian
Objectives
 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.
Content
 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
Learning Outcomes
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.
Methodology/
Resources
 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
www.census.nationalarchives
.ie
Assessment
 Written homework
 Oral questioning
 Quiz on
understanding of
key terms
 Individual research
on internet sites
given.
www.timelines.ie
www.museum.ie
www.bbc.co.uk/history/archa
eology.com
 Resources from
www.pdst.ie
12
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
 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:
 Read textbook
 Images from internet
of monasteries,
dwelling places etc
 Short video clips
showing the
monasteries of
Clonmacnoise and
Glendalough
 Worksheets
 Website –
www.skoool.ie
www.scoilnet.ie
 Written
homework
 Oral
questioning
 Worksheets
 Written exam
 ‘Hotseat’ –
when talking
about lives of
druids, monks
etc
 Posterwork
 Individual
research on
internet.
 To describe aspects of
early Christian Ireland
 To appreciate the
importance of Irish
Christian missionaries
and their work starting
with Columbanas.
 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
www.history.com
Youtube for video clips
www.heritageireland.ie
13
Topic: Our Roots in Ancient Civilisation contd.
Objectives
Content
 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
Learning Outcomes
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
Methodology/
Resources









Textbook
Worksheets
Discussion
ICT – powerpoints
DVD – Gladiator
Documentary – Last
Day in Pompeii
(BBC)
www.schoolhistory.
co.uk
www.discovery.co
m
www.pppst.com
Assessment
 Written
homework
 Oral
questioning
 Discussion
 ‘Hotseat’ –
people in
history
 Posterwork
 Written test
 Worksheets
 Creating their
own powerpoint
on various
aspects.
14
Topic: The Middle Ages
Objectives
 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
Content
 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
Learning Outcomes
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.
Methodology/
Resources
Assessment
 Read textbook
 Worksheets
 Images from internet
 Discussion
 Short video clips
 www.shannonheritage.c
om
 www.castles.org
 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
Topic: The Renaissance
Objectives
Content
 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
Learning Outcomes
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.
Methodology/
Resources
 Read textbook
 Worksheets
 Images of Renaissance
paintings from internet to
analyse
 Discussion
 ICT – Powerpoints
 Website www.scoilnet.ie
 www.skoool.ie
 www.michaelangelo.com
 www.shakespearesglobe.org
Assessment





Written homework
Oral questioning
Written exam
Individual research
Small groups to
present various
aspects of the
Renaissance.
16
nd
2 year
17
Topic: Age of Exploration
Objectives






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
Proposed Time Allocation: 15 classes
Content
 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.
Learning Outcomes
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.
Methodology/Resources
 Living History textbook.
 Discussion
 Videos and Youtube clips
 www.history.com
 A world map
 Images of the various
technology used.
 Debate
Assessment
 Questioning
 Worksheets
 Class Discussion
 Written Homework
 Class Exams
 Posterwork
 Individual research as
part of posterwork
Evaluation:
18
Topic: The Reformation
Proposed Time Allocation: 20 classes
Objectives
Content
 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.
 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 8th and the English
Reformation
 The Reformation in Ireland
 Consequences of the
Reformation.
Learning Outcomes
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
8th’s role in the Reformation.
 Outline the consequences of the
Reformation in Ireland, England
and Europe.
Methodology/Resources





Discussion
Internet websites
Handouts
Video Clips
Primary sources eg
Luther’s 98 theses.
Assessment







Questioning
Worksheets
Discussion
Homework
Posterwork
Class Exams
Reformation
Table Quiz
Evaluation:
19
Topic:
Age of Revolutions- America, Ireland and FranceProposed Time Allocation: 20 classes
Objectives








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.
Content






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.
Learning Outcomes
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.
Methodology/Resources







Living History text
book
Discussion
Videos
Internet sites and video
clips
Exam questions from
exam papers
The Patriot – DVD
Powerpoint
Assessment
 Questioning
 Worksheets
 Class
Discussions
 Homework
 Class exam
20
Topic: The Revolutions cont.
Objectives
Content
 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
 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.
Learning Outcomes
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
Methodology/Resources





Living History text book
Discussion
Videos
Internet sites and video
clips
Exam questions from exam
papers
Assessment
 Questioning
 Worksheets
 Class
Discussions
 Homework
 Class Exam
Evaluation:
21
Topic: The Revolutions cont.
Objectives
 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
Content
 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
Learning Outcomes


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.
Students should be able to:






Methodology/Resources
Living History text book
Discussion
Videos
Internet sites and video clips
Exam questions from exam
papers
Assessment





Questioning
Worksheets
Class Discussions
Homework
Class Exam
22
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:
 Living History text book
 Discussion
 Videos
 Internet sites and video clips
 Exam questions from exam
papers
 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.

Questioning

Worksheets

Class
Discussions

Homework

Class Exam
23
Topic: The Industrial Revolution, Agricultural Revolution and the Famine
Objectives







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
Content
 Background to the
famine
 Causes of the famine
 What life was like
 Evictions
 British reaction
 Results of the famine
 People in history
Learning Outcomes
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.
Methodology/Resources










Textbook ‘Living History’
Powerpoint presentation
Video Clip
Debate
Discussion
www.timelines.ie
www.museum.ie
www.nationalarchive.ie
Extracts from books etc
Teachers own resources
Assessment
 Questioning
 Quiz
 Homework
 Classtest
 Class discussion
Evaluation:
24
rd
3 year
25
Modern Europe
Topic: Europe after WWI
Proposed Time Allocation: 6 classes
Objectives
Focus will be to:




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
Content







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
Learning Outcomes
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
Methodology/Resources










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
Assessment
Questioning
Worksheets
Class Discussion
Homework
Exam Questions
Evaluation:
26
Topic: Fascism in Italy
Proposed Time Allocation: 8 classes
Objectives
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
Content











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
Learning Outcomes
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
Methodology/Resources










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
Assessment
Questioning
Worksheets
Class Discussion
Homework
Exam Questions
Evaluation:
27
Topic: The Rise of Hitler and the Nazis in Germany
Objectives








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
Content












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
Proposed Time Allocation: 8 classes
Learning Outcomes









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
Methodology/Resources










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
Assessment
Questioning
Worksheets
Class Discussion
Homework
Exam Questions
Evaluation:
28
Topic: Hitler’s Foreign Policy and the outbreak of WWII
Objectives
Focus will be to:





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
Content








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
Proposed Time Allocation: 8 classes
Learning Outcomes






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
Methodology/Resources










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
Assessment
Questioning
Worksheets
Class Discussion
Homework
Exam Questions
Evaluation:
29
Topic: The Second World War 1939-1945
Objectives
Focus will be on:








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
Content
















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)
Proposed Time Allocation: 8 classes
Learning Outcomes
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
.
Methodology/Resources










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
Assessment
Questioning
Worksheets
Class Discussion
Homework
Exam Questions
Evaluation:
30
Topic: The Cold War 1945-1989
Objectives
Focus will be on:


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
Proposed Time Allocation: 7 classes
Content







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
Learning Outcomes
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
Methodology/Resources










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
Assessment
Questioning
Worksheets
Class Discussion
Homework
Class Tests
Exam Questions
Evaluation:
31
Political Developments in Ireland in the late 19th and early 20th centuries
Term 2 & 3: 15 wks: 45 classes
Topic: Ireland: The struggle for Independence
Proposed Time Allocation:8 classes
Objectives








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
Content








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
Learning Outcomes
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
Methodology/Resources









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
Assessment
Questioning
Worksheets
Class Discussion
Homework
Class Tests
Exam Questions
Evaluation:
32
Topic: The Irish War of Independence
Objectives











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
Proposed Time Allocation:8 classes
Content








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
Learning Outcomes









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
Methodology/Resources










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
Assessment
Questioning
Worksheets
Class Discussion
Homework
Class Tests
Exam Questions
Evaluation:
33
Topic: The Irish Free State 1923-32
Objectives







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
Proposed Time Allocation:7 classes
Content





Cumann na nGaedhael
Managing the economy
and political change
The Boundary
Commission
Foreign Affairs
Proving Independence
Learning Outcomes





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
Methodology/Resources










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
Assessment
Questioning
Worksheets
Class Discussion
Homework
Class Tests
Exam Questions
Evaluation:
34
Topic: Ireland in the 1930’s
Proposed Time Allocation:7 classes
Objectives









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
Content





Fianna Fail comes to
power
Dealing with the IRA
Land Annuities and the
Economic War
Dismantling the Treaty
The Blueshirts
Learning Outcomes







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
Methodology/Resources










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
Assessment
Questioning
Worksheets
Class Discussion
Homework
Class Tests
Exam Questions
Evaluation:
35
Topic: Social Change in Ireland in the 20th Century
Objectives



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 20th century
Emphasise key
developments in the various
areas under study
Content







Rural Ireland
Urban Ireland
Transport
The Role of Women
Entertainment
Communication
People in History – A
Woman who has
witnessed change in
Ireland since 1950
Proposed Time Allocation:7 classes
Learning Outcomes



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
1950. This must contain ten
points of information
Methodology/Resources










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
Assessment
Questioning
Worksheets
Class Discussion
Homework
Class Tests
Exam Questions
Evaluation:
36
Topic: Northern Ireland 1920-97
Objectives







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
Proposed Time Allocation:8 classes
Content









The birth of the state
World War II
Life for Catholics
The Civil Rights
Movement
1965-70 the Troubles
1970’s – the Troubles
worsen-Bloody Sunday
Sunningdale Agreement
1973
1994 IRA Ceasefire
The Good Friday
Agreement 1997
Learning Outcomes






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
Methodology/Resources










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
Assessment
Questioning
Worksheets
Class Discussion
Homework
Class Tests
Exam Questions
Evaluation:
37
Topic: Revision
Objectives

Revise and prepare students
for the examination
Content

First and Second year
material
Learning Outcomes

To be prepared for the
examination
Methodology/Resources










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
Assessment
Questioning
Worksheets
Class Discussion
Homework
Class Tests
Exam Questions
Evaluation:
38
St.Nathy’s College
Transition Year Programme.
Subject: History
39
School year: 2015 – 2016
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
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
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
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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.
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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:
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The G.A.A.
Hitler and the 1936 Berlin Olympics
Racism in Sport
The 1972 Munich Olympics
Muhammad Ali
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 Boycotts, Religion and Politics in Sport
 The 1989 Hillsborough Disaster
Module on ‘Days that Shook the World’ that might include the following topics:
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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
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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 1916’. 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
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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
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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
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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
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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.
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LEAVING CERTIFICATE HISTORY
COURSE OUTLINE PLAN
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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.
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Year 1
Teacher: Mr. Jamie Dockery
Topic 1: LMI 3 – The pursuit of sovereignty and the impact of partition,1919 – 49
Textbook: ‘The pursuit of sovereignty and the impact of partition’. M.E. Collins (EDCO).
Topic 2: LMI 2 – Movements for political and social reform, 1870-1914
Textbook: ‘MOVEMENTS FOR REFORM 1870 – 1914’. M. E. Collins (EDCO).
Year 2
Teacher: Mr. Billi McGhee
Topic 1: LMI 3 – The pursuit of sovereignty and the impact of partition, 1919 – 49
Textbook: ‘The pursuit of sovereignty and the impact of partition’. M.E. Collins (EDCO).
Topic 2: LME 6 – The United States and the world, 1945-1989
Topic 3: Case study – Dictatorship and democracy in Europe, 1920-1945
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Throughout the year students will be completing a research report which will account for 20% of the total marks.
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