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Overview of the session
• To examine the teaching content of two new key elements in Year 10
• To examine appropriate strategies and methodologies
• To consider the implications for planning
• To consider our next steps on our return to school.
The Statutory Requirements for Year 10
Investigate the impact of significant eventsand ideas of the 20th century on our wayof life and culture
Key ElementCultural Understanding
Suggested contexts Role of women/technological advances/international terrorism/transport/medicine/arts
The Statutory Requirements for Year 10
• Investigate the causes and consequences of the partition of Ireland and how it has influenced the nature of society in Northern Ireland today including key events and turning points.
• Key Element Citizenship : Democracy and Active
Participation• Suggested context• Post 1500s up to today.
Choosing a significant event
• How has the event impacted on our lives today ?
• How do we deal with that impact or what
changes has the event contributed to?
• Can we apply the criteria for historical significance to our chosen event?
What makes the Holocaust significant?
• The Holocaust affected the lives of many people in the past .
• Things would have been different if this event had not happened. (Nuremburg Trials punishment of war criminals/restorative justice/judgement and retribution)
• The Holocaust helps us to explain something about our world today (genocide/crimes against humanity)
• The Holocaust has affected peoples lives for a long time (Holocaust remembrance/survivors stories)
• The Holocaust tells us how people lived in the past ( attitudes and beliefs/role of government/power)
Why chose the Holocaust?
• Fulfils the statutory requirements.• Research base e.g. History Matters/McCully on role of
history in a post conflict society. (cf T. Lomas Historical Association 1989,Teaching History 2000, A. Kitson 2005/A. McCully/D McCall 2007
• Provides opportunities to develop strategies which would empower young people to deal with controversial issues
• Experience in the teaching of Local and Global Citizenship has shown that it is better to examine controversial issues in a global context first before before examining controversy in a local context.
• Fulfils the criteria for historical significance
The Holocaust A curriculum rich topic
Ethical AwarenessBystander/victim/perpetratorrescuer
Individuals who have
Made a moral stand.Oscar Schindler People of the Chambon In France
How history has been selectively interpreted to createStereotypical perceptions and to justify views and actionsNazi propaganda against the Jews led to anti Jewish laws followed by Concentration camps/ ghettos /death camps and Final Solution
Investigate the impact of a significant eventHuman rights issuesLessons learned for any societyRemembrance
Cross Curricular SkillsUsing CommunicationTalking and Listening task Voices of /Voices for/Voices Against Using ICT;Designing and exchanging with another school digital forms of Holocaust memorials.
This is our focus today
What was the Holocaust?
WHO? WHEN?
WHAT?WHERE?
HOW?
Pictures put faces to statistics
Maps give the scale and scope
Timeline gives the context
Photos give details
Historical evidencedescribes the steps
Separation
Control
Creating the Enemy
The Final Solution
Steps to Genocide
What do the arrows show?
Can you explain how each step is linked?
11 MILLIONDEAD
6 MILLIONJews
5 millionNon Jews
¼ million gypsies
Jehovahwitnesses
Homosexuals
Political enemies
Dealing with emotive images and language
Use the methodology of • Tell me what you see, • tell me the message, • tell me what you think.
Then analyse the source
and how the Nazis used
this propaganda against
the Jews
untrustworthy
dangerous ugly
dirty crafty
devious
mean
happy
wonderful
threatening
ordinary
Circle the words which the best describe how the source portrays the Jewish man
The Jews are different to everyone else and they even look different to us.
Everyone even the teachers are mistreating the Jews so it must be acceptable
All Jews wear yellow stars to distinguish them from us
Led to Stereotyping and discrimination
All Jews are kidnappers of children
Planning across the Key Stage
Year 8
The Plains Indians
The Slave Trade
Year 10
The Holocaust
Citizenship
Citizenship
Citizenship
Resources- so far…
• 20th Century Unit – ppt, teacher’s guidance and pupil booklet, learning ‘certificates’
• Holocaust unit of work, images on CD….
• Scheme of work for Year 10 for Hodder book….
Set Partition in its historical context
• Use a timeline which not only gives pupils a chronological framework but also a thematic approach.
• What is the big story? • Why Ireland is partitioned /divided?• What do you intend your pupils to come away with in terms of
understanding this big story? What do you see them being able to do?
• The ability to • 1. Explain the story of why Ireland was partitioned • To do this the pupils will have to understand • a. Britain’s attempts to keep her rule in Ireland• b Ulster Unionists’ determination to stay part of the British Empire. c Nationalists determination to end British rule in Ireland d. How all these causes led to partition.
Set partition in its historical context
Living graphs can help set up highs and lows/change and continuityacross and within the period
Washing Linescan help set up the big themes for example conflict versus co-operation
Fortune Lines To show empathetic understanding of differentperspectives (Comic Life)
Human timeline to get accurateChronological ordering and helps to make partition relevant to the pupils lives today
• Your task will be in pairs take a set of cards and discuss the different methods that Britain used to control Ireland.
• Which do you think were the most successful?
Theme 1 Britain’s attempts to keep her rule in Ireland.
Plantation(rebellion and massacres)
1600s
Partition 1921
Confiscation of lands1640s-1700s
Union 1801Abolition of Irish
Parliament
Putting down revolts1798 – 1860s
Taking completeControl
1500s-1600s
Independence for Republic of Ireland
1948
Northern Ireland1921-1972
Direct Rule1972- 1998
1998 Good Friday Agreement
Sets up Northern Ireland Assembly
Theme 2: Unionists’ determination to stay under British rule
Reasons for opposition to Home Rule:
Benefits of Empire
Religious
Economic
Social
Methods of opposition:
Solemn League and Covenant
Mass demonstration
Methods of opposition:
Formation of the UVF
Larne gun-running
Unionists determinationto stay under British rule
and resist Home Rule
Long TermCauses
Unionistdetermination
to stay part of BritishEmpire
Short term Causes
TriggerWar of
Independence
Nationalist Determination
To leaveBritish Empire
Pulling it together : A Causal Chain
Britain’s Determination not to end her rule
in Ireland
What did Britain do
Thinking Problem Solving….p.30
Build a causal language wall to help pupils frame their responses
resulted in led to affected
causedexplains why
This is because
Explain why Ireland was partitioned
using a road map
1 . First Stop Your opening statementWhat partition is and when it happened
3.Third StopAnother cause of partition is……..Explain how this caused partition
2.Second StopOne if the causes of partition is……..Explain how this caused partition
4.Fourth StopThe fourth cause of partition is……..Explain how this caused partition 5. Fifth Stop
The final cause of partition is……..Explain how this caused partition
Last stopThe trigger event that led to partition was
….. This was because …….
Set the Consequences of Partition in its historical context
• Use a timeline which not only gives pupils a chronological framework but also a thematic approach.
• What is the big story? Partition divided an already divided society but in the long term did
not bring peace in Northern Ireland.• What do you intend your pupils to come away with in terms of
understanding this big story?• The ability to • 1. Explain why the Troubles broke out in Northern Ireland in 1969?• To do this the pupils will have to understand • a. the actions of people who wanted to end partition • b. the actions of people who wanted to keep partition • c. How this led to the outbreak of the Troubles in 1969• d. Partition today .
Short term consequences
Partition 1921
ViolenceFree State
Violence in North
Civil war1922-1923
SectarianRiots1922
Split in the countryDeath of
Michael Collins
Destruction and deaths
IRA determined to end partition
Formation of B Specials1922
Special Powers Act1922
The Consequences of Partition
Other side wanted to end partitionOne side wanted to keep partition
Divided Ireland
Troubles
Consequence 1
Keep partition
Unionist Dominated
government
Conflict with the Nationalist
minority
Conflict with the IRA and others
Political response to Nationalism
Social and economic??
Wool-web activity/collage
Managing Information p.20
Consequence 2
End partition
Actions of Free State
Actions to changepartition
Role of the IRA and others
Hostility Of Unionist government
Thematic Approach
NICRA
USA FranceThe British Army and the UDR
Internment
Prisons IncidentsAttempts to find a solution
The Bombing Campaign
Hunger Strikes
PolicingRelations with the Republic
Peace Initiatives
Stormont Assembly
Constructing wallsSimilar to Diamond 9What led to Nationalist anger against the Unionist government?
Most important factors along the bottom
What steps were taken towards a peaceful solution?
Discrimination- housing and jobs
Demolishing walls
Roots and Fruits
Other suggested strategies CCEA Active Teaching and Learning booklet
• Ideas Funnel , the Five Ws and Graffiti board encourage open ended discussion and questioning.
• Silent Conversation and Personal Journal are two Facing History strategies which help pupils deal with emotions around controversial issues www.facinghistory.org
• Note taking grids are essential to help pupils organise information over a long period of time
for example Clustering /flow charts/creative walls/matrixes.
Suggested Strategies
• Visual Representations tug of war for conflict/scales of justice for push and pull factors/swingometer for measuring changes in attitudes and beliefs
• Causal Chains/consequence
• wheels/jigsaw pieces to show links and connections.
• Democracy tree/Democracy game
helped hindered
partition
Silent conversation/ Collaboration across departments/Use of Ulster Museum
Implications for Planning
• Action Plan for Year 10 • Shared understanding of what will be taught and why.• Where do Year 10 topics fit in with other units across the key stage?• Can you prepare your pupils in Years 8 and 9 for aspects of the Year
10 programme?• Use draft scheme to help shape the content.• Use CCEA booklet Active Teaching and Learning to chose
appropriate strategies• Progression, cf. Thinking Skills and Personal Capabilities CCEA• Opportunities for CCS; development/assessment/reporting
• Other resources on CD/ Holocaust unit and DVD• Action Plan template/ next steps guidance.