Teaching Methodologies

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Teaching Methodologies Revision Techniques

• Second Third Year Junior Cert

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Subject Aims

• Acquire knowledge of and understanding about
  human activity in the past
• Understanding the contemporary world through the
  study of the past.
• Develop conceptual understanding and the ability
  to think independently.
• Develop a range of skills essential for the study
  of history.
• Students are encouraged to develop positive
  attitudes such as a commitment to objectivity and
  fairness, and an acceptance that people and
  events be judged in the context of their values
  and time.
• Students are encouraged to develop an interest
  and enthusiasm for history and a value of their
  heritage from the past.

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Subject objectives

• The course objectives set out the knowledge,
  concepts, skills and attitudes appropriate to the
  study of history.
• (Please read Syllabus for a detailed account of
  these objectives).

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Putting these into Practice.

• The material may remain the same but teachers are
  constantly revising teaching methodologies.
• Continual battle to condense the course but
  achieve the aims objectives set out in the
  syllabus.
• School year is approximately 30 weeks

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Curriculum Planning for 2008/9 Second Year
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Curriculum Planning For 2008/9 Third Year
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Textbooks

• The Past Today
• Living History
• Uncovering History
• Footsteps in Time
• Lets Look at History
• Timeline
• Rapid revision
• Shortcuts to Success

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Websites

• www.schoolhistory.co.uk
• www.hist.ie
• www.teachnet.ie
• www.puzzlemaker.com
• www.bbc.co.uk/history
• http//www.leavingcert.net/skoool/examcentre_jc.as
  p?id1918 social change in the 20th century,
  good summary

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Useful history websites

• National Library of Ireland
• http//www.nli.ie/1916/1916_main.html
• Irish Famine
• http//www.strokestownpark.ie/museum.html
• 1913 Lockout
• http//multitext.ucc.ie/d/Dublin_1913Strike_and_Lo
  ckout

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Movies / Documentaries

• Michael Collins Irish history
• The Wind that Shakes the Barley
• Seven Ages Irish history, video footage good
  for social change
• The Patriot American War of Independence
• 1492 Conquest of Paradise Columbus expedition
• That was then, this is now, Change in Ireland,
  1949 1999 Irish social history
• Rtes Reeling in the years Irish social history
  

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Teaching Methodologies

• Note taking from board and O.H.P.
• Photocopied handouts and worksheets.
• Use of video and computer where appropriate.
• Field trips and report writing on these.
• Use of textbooks and exam papers.
• Project work and presentations by pupils.
• Research by pupils on historical figures and
  events.
• Develop skills of map reading, group work,
  researching, analysing (evaluating sources) and
  presentation of information.

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Mixed Ability Classes

• Increasing number with learning difficulties such
  as dyslexia.
• Special needs teacher has made suggestions of
  methodologies which can aid their learning.
• For e.g. When reading, prediction about what will
  happen should be encouraged

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Methodologies

• Highlight keywords.
• Key topic vocab
• Crosswords cloze tests
• Content specific questions about the text during
  the reading process
• Visual imagery
• Break tasks into steps
• Mind maps

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Our Experience

• Outline of lesson plans that we use.
• These are always changing / adapting to meet the
  needs of our students

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Layout of Board
Learning Objective
Date
Key Vocabulary
Homework
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Outline of Presentation

• Reformation
• Conquistadors
• American Revolution
• Social Change
• Revision techniques

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The Reformation
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Introducing the Topic

• Students have normally come across this topic in
  Religion and know its about the split in the
  Church.
• Main Sections (a) causes
• (b) Luther
• (c) Other reformers
• (d) Counter-Reformation

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Causes

• Key Words Tithe, Indulgences, Nepotism, Simony,
  Absenteeism, Pluralism.
• Discussion
• What is the role of the Church?
• What is the job of a priest?
• Church teachings about heaven hell.

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The Structure of the Church

• Sorting Exercise
• Give students vocabulary box and ask them to sort
  out how the church was organised putting the most
  important at the top.
• Draw into their copies

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Organisation Responsibilities

• Then give the words Parish Dioceses. Sts must
  match on diagram who is responsible for these.
• Introduce term tithe to explain how the Church
  collected money.
• Ask who they think paid this?

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Why was the Church so Important?

• Connect to Medieval Times, The Black Death Was
  this a punishment from God?
• People looked to the Church for answers.
• Influence of the Renaissance.
• There were problems in the Church which made
  people question its teachings

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2). The wealth power of the church.
1).The behaviour of Popes Bishops
Causes of the Reformation
3). Poorly educated Priests
6). Influence of the Renaissance. People began
questioning Church teachings.
4). Abuses
5). The sale of indulgences
Timeline pub Edco pg175
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Martin Luther

• Give background information on Luther.
• Believed in Justification of faith alone.
• Outraged at sale of indulgences

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What happened next?

• Cut up the facts on Luther.
• Put students in groups and get them to sort out
  the events in order.
• There are a few sketches on the internet that can
  be used as well to illustrate the story instead.
• Feedback.

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Writing Frame

• Ask students to categorise the information under
  4 or 5 headings.
• Feedback
• Decide on a list of common headings.
• For homework, sts use their textbook to pick out
  the facts about Luther's quarrel with the Church.

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Writing Frame
Name of the Reformer. What nationality was
Luther? What did Luther study? Who was John
Tetzel? What was Pope Leo X collecting money
for? Why did this anger Luther? What was meant by
justification by faith alone? What was Luther's
95 thesis about? How did news of his views
spread? How did the Pope react to Luthers
Thesis? etc
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Fill in the gaps
In 1517 the Pope decided to rebuild St Peter's
Basilica. He promised an __________ to people
who gave money for it. In Germany John _______
told people that if they gave money they would go
to _________.Luther thought this was ________. He
wrote the 95 ________ to argue against it.
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Revision
Papal Bull
95 Thesis
Indulgences
Diet of Worms
Martin Luther
Peace of Augsburg
New religion
Protestant V Catholic
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Timeline, pub Edco pg 182
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Documents

• Images or documents can be used to explain the
  effects or results of the Reformation.

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Europe after the Reformation
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Exam Questions

• People in History
• 2008 , 2003, 2000, 1998
• A named religious reformer at the time of the
  reformation.
• Question 5 2007 2002

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Resources

• www.schoolhistory.co.uk
• This site has great worksheets on Luther and
  Henry VIII.
• Great revision cross word on Luther
• www.my-etest.com (from the past today book) Quiz

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2nd year Topic

• American Revolution

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How to approach topic

• Key Words Empire, Colony
• Link with Explorations
• Generate a discussion by asking the following
  questions
• Why did countries like Britain want colonies?
• Why were people going to these newly discovered
  countries such as America?
• Give students notes on introduction.

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Colony A colony was a country or region
controlled by another country. In the eighteenth
(1700s) and nineteenth (1800s) centuries,
European countries like Britain, France and The
Netherlands built up a large collection of
colonies all over the world. Frances empire
included places such as Senegal in West Africa
and Vietnam in South-East Asia. Britains
colonies included Australia, New Zealand, Canada,
India, South Africa and Ireland.
Why did people want to go to America? To escape
persecution of some kind (religious) New
opportunities Puritans (Calvinist segment of
Church of England) believed that reform of the
church was impossible and left for America in
1660s.
Why did countries like Britain want colonies? To
generate (produce) income To provide raw
materials for trade Imperialism - the practice of
established nations to extend their control
beyond their own borders
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Suggestions on using map Blank out some of the
colonies and for homework see if pupils can work
out what they are.
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Next area Causes of the America War of
Independence

• Reasons why American colonists were unhappy in
  the 1770s
• Influence of the Enlightenment
• Seven years war
• Identity
• Taxes Stamp Act, Townshend Acts
• No taxation without representation
• What sparked a revolution?
• Boston Massacre 1770
• Boston Tea Party 1773

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Use of images taken from the Internet
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Continental Army (Colonists)
Redcoats(British )
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Worksheets\ Homework
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Go through the events chronologically using notes
1774 First continental congress representatives
of 13 colonies met in Philadelphia. Each colony
organised its own militia (army) in response to
the intolerable acts.
First shots are fired 1775 Concord Lexington
near Boston General Gage marched to Concord with
800 British soldiers or Redcoats. 273 redcoats
were killed. George Washington succeeded in
defeating British at Boston in 1776 but beaten at
New York later.
4th July 1776 Declaration of Independence passed
by Continental congress and written by Thomas
Jefferson.
The spirit of 1776 American colonists go to war
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Show clip from the film Patriot with the
following worksheet

• The Patriot
• Definition One who loves, supports, and defends
  one's country
• What year is it in the film?
•  From your history why is this year so important?
  
•  Name the two colonies that are mentioned in the
  Newspaper.
•  What decision is the continental congress
  expected to make by July?
•  What is the name given to the American/colonists
  army?
•  Name the town the family travel to the next day.
•  There are demonstrations happening in the town
  centre, who do the colonists want to hang and can
  you give one reason why they want this person
  hanged?  

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Questions continued..

• What does the continental army hope to achieve by
  going to war with Britain?
• What war did Captain Benjamin Martin (Mel Gibson)
  previously fight in?
•  According to Captain Benjamin Martin what are
  the alternatives to war?
•  What was decided at the meeting?
•  What was the name of the British General who
  successfully defeated the Americans at
  Charlestown?
•  Captain Martins son, Gabriel is now fighting in
  the Continental army against the Redcoats, what
  is the name of the general who will lead the
  continental army south?
•  What cause does Gabriel believe he is fighting
  for?

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Cravat It was a narrow length of white linen
that could be decorated on its ends with lace,
fringe, or knots. It was worn wrapped about the
throat and loosely tied in front.
Hat Towards the end of the 17th century the
vast wigs then worn by some men made it
impractical for them to wear the fashionable
broad-brimmed hat unless necessary. Custom
dictated, however, that hats should then be
carried beneath the arm. Rapidly, the hat began
to be folded to make it easier to carry. In the
18th century this habit and changing fashions led
to many sorts of folded or cocked hats - cocked
on one, two, or three sides.
Breeches The cut of breeches became tighter and
revealed the shape of the leg. Worn by all levels
of society, breeches were made in a great variety
of silks, cottons, linens, wools, knits, and
leathers.
Stockings or Hose Fashionable stockings of silk
or cotton were generally white, and at times were
decorated with knit or embroidered patterns at
the ankle, referred to as "clocks" or "clocking."
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Pictures and colouring- helping the weaker
students

• Get students to cut out images of people wearing
  the fashion at the time. For homework get
  students to colour the picture and stick in into
  their copies.

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Important battles

• Get students to create a timeline in their copies
  of the War of Independence and explain in a
  sentence what happened at each battle.
• 1776 New York captured by British
• 1777 Princeton victory for Americans
• 1777 Battle of Saratoga victory for Americans
• 1777-1778 Winter in valley Forge
• 1781 Victory at Yorktown

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Effects\ Results of the American War of
Independence

• The founding of the United States of America
• Inspired the French and the Irish
• Ideas of the declaration were followed by people
  in other countries.

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Short Answer Questions from the JC higher level
paper

• 2007 Give two causes of the America Revolution
• __________________________________________________
  ____________
• __________________________________________________
  __________
• 2005 Chose one of the revolutions (America,
  France or Ireland) from the period, 1770-1815 and
  give two causes of that revolution
• Country___________________________
• Cause 1___________________________
• Cause 2___________________________
• 2002 Mention two effects of the American War of
  Independence on either France or Ireland.
• __________________________________________________
  ____________
• __________________________________________________
  ____________

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Exam paper

• Question 6 2004
• Question 5 2003

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2nd year topic

• Conquistadors

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Conquistadors

• meaning ("Conqueror") is the term used to refer
  to the soldiers, explorers, and adventurers who
  brought much of the Americas and Asia Pacific
  under Spanish colonial rule between the 15th and
  17th centuries

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Use of pictures
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Divide class up into groups giving each group a
different picture accompanied with the same
questions.

• Describe what you think is happening.
• What nationality are the people in the picture?
• What animals do you see?
• Are there any treasures in the picture?
• What person would you like to be?

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Importance of Maps
Mexico Aztecs
Peru The Incas
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Importance of vocabulary

• Conquistador Spanish word for conqueror.
• Hernando Cortes Spanish conquistador
• Aztec native empire in Mexico, conquered by
  Cortes
• Plunder steal, raid
• Montezuma Aztec leader
• Tenochtitlan Mexico
• Massacre mass murder, slaughter

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• Francisco Pizarro Spanish conquistador
• Empire a group of nations ruled over by another
  country.
• Inca native Empire in Peru, conquered by
  Pizarro
• Atahualpa Inca Emperor
• Cuzco Inca capital
• Colony a country or region that is ruled by
  another country.

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Matching exercise
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Summary

• Hernando Cortes Spanish conquistador
• Born in Spain in 1485.
• Lived in the Cuba.
• In 1519 decides to conquer the Aztec Empire in
  Mexico.
• Why? For wealth.
• Landed in Vera Cruz, destroys all his ships so no
  one can turn back, his crew would have to fight
  to survive.
• Montezuma, Aztec King welcomes them into
  Tenochtitlan believing they are Gods.
• Cortes and his crew stole jewels and gold from
  the natives. Aztecs succeeded in driving Cortes
  and his men out of the city and killed Montezuma.
  
• 1521 Cortes returned with more men to pillage
  (plunder) the city and destroys the Aztec
  civilization.

• Francisco Pizarro-Spanish Conquistador
• Born in Spain 1470
• In 1531 he set sail from Panama with 2 ships and
  170 men, several horses, cannons and muskets.
• He decided to conquer Peru as he heard about
  their great wealth (gold).
• Pizarro captured the Inca emperor, Atahualpa and
  attacked his army at Cajamarca. Spaniards killed
  the emperor.
• They then captured the city of Cuzco, the Inca
  capital.
• They stole Inca treasures and melted them down
  for gold.
• Spanish fought amongst themselves and Pizarro was
  killed by his own men.
• Spanish forced the Incas to work as slaves in
  gold mines.

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Homework

• Write a paragraph in which you explain the
  effects of the voyages of exploration and
  discovery on the native people of America.
• Suggestions
• Millions of people from Spain were attracted to
  the colonies because of the promise of cheap land
  and an easier life.
• Local native people in the Americas therefore
  lost land were often enslaved as the people were
  from the Inca Empire.
• Millions of natives died from European diseases
  carried by the settlers. These diseases included
  measles and the common cold.
• Christianity spread.
• European languages replaced traditional
  languages.
• Horses and cattle were introduced to the New
  World.

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Revision Techniques
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Read over notes
Look at pictures, maps etc in book
Some revision notes and tests online www.scoilnet
.ie www.schoolhistory.co.uk www.my-etest.com
Revision
Read through your text book
Close your copies and try to write answers to the
questions from textbook
Get someone to ask you questions to see if you
know the topic
Practice writing accounts without your notes
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Revision of Accounts

• By writing out accounts this will help students
  go over the history course
• The examiners are looking for historical
  information about a person who lived long ago.
• This must be written like an essay
• You need about 8-10 historical points in each
  essay
• Give examples of past questions with hints.

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Accounts People in history

• 2005 A named leader involved in a revolution
  (America, France or Ireland) during the period,
  1770 1815.
• A named revolutionary leader in America during
  the Age of Revolutions, 1770 1815.
• Hints 1) Reasons for discontent, 2) Aims of the
  revolution, 3) battles fought, 4) results of the
  revolution

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Home Rule Crisis 1912 - 1914

• Paddy joined the IV and William joined the UVF.
• In pairs, interview each other about your reasons
  for joining the movement and what you are willing
  to do to defend your cause.
• Students must use the key vocabulary

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Follow up activity

• Role Play
• Prepare a speech / letter

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Home Rule Crisis 1912-14 Match the terms in
column A with their meanings in column B
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Imagine you are a Reporter. Write Newspaper
headlines for the Rising.
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Quiz Who are the following people?
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Quiz
Explain what the following abbreviations stand
for
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Quiz Say whether the following statements are
true of false
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Match each of the following persons (1) (6)
with the event (a) (f) associated with that
person.
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Social Change Question 6

• Past questions, the main focus was on changes in
  each category.
• 2008 question also asked about impact.
• Write about the impact on Irish life of the
  changes in communications since 1960. (12)

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Timeline for Social Change
1900
1910
1930
1960
1980
1990
1950
1920
1970
1940

• Topics
• Women
• Transport
• Communication
• Urban Life
• Rural Life
• Leisure and entertainment

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Methodologies

• Record an interview with an old person.
• Ask them questions using the main topics eg
  leisure, communication
• Focus on the changes they made to their lives.
• Show clips in class with worksheet to focus
  attention on changes and impact.
• Homework Interview an old person

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Timeline for women
1900
1910
1930
1960
1980
1990
1950
1920
1970
1940
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Women

• Match pictures of famous women with their
  achievement.
• Then match them to the timeline.

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• Discuss with students about what life was like
  for women during the other decades.
• Place this information on the timeline
• Homework Using the vocabulary for change, write
  about the changes in womens lives

Change restyle transform
Convert novelty variety
Substitute difference shift

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Trips

• Jewish Museum ¾ Walworth Rd, off Victoria Street,
  South Circular Rd, D8
• Collins Barracks Exhibition 1916 Rising
• Kilmainham Jail
• Walking Tours