Leaving Certificate Historyhist.scoilnet.ie/docs/phase1_sess1b.pdf · the campaigns for Emancipation and Repeal, achievements; the Tithe War; the Poor Law; Young Ireland; government

Leaving Certificate History

The Revised SyllabusTopics for Study: an Introduction

History In-Service Team (HIST) Supporting Leaving Certificate History

2004, Session 1b History In-Service Team (HIST) 2

The role of the topic in the syllabus

Context within syllabus frameworkLayout of topic, using example of Ireland and the Union, 1815 – 1870.Specified learning outcomesSome comments from the guidelines.


The syllabus framework Working with Evidence

Introduction –history and the historian

Documents – based study

Research study

Topics for Study

Early Modern

OR

Later Modern


Parts I and II: links

Introduction – history and the historianThis will form the basis for future work on the topics…(Syl 5)

Students will undertake a documents-based study of one of the syllabus topics…(Syl 5)


Topics for StudyChoose a field of study, either Early Modern or Later Modern 2 topics from Irish history2 topics from Europe and the Wider World1 of these 4 topics will be prescribed for a documents – based study


Ire land 1494-1815

Euro pe and the Wider

Wo rld 1492-1815

Ireland 1815-1993

Euro pe and the Wider

Wo rld 1815-1992

Top ic 1 To p ic 1 T op ic 1 Top ic 1

To p ic 2 T op ic 2 Top ic 2 To p ic 2





Fields of StudyEarly modern Later modern

Topics for Study


Syllabus Components

Documents- based

Study

Research Study

Introduction: history and the historian

Ireland

Europe and the Wider

World

11 2 3 4 5 6

1 2 3 4 5 6

Topics (4) from eitherEarly Modern or Later Modern

Field of Study

Topic 2 prescribed for documents –

based study

Working with Evidence


Topic template

Topic to be studied through a range of perspectives

Politics and administration

Society and economy

Culture, religion and science


Topic template

Key concepts

Key personalities

Case studiesElementsPerspectives

Culture, religion &science

Society & economy

Politics & administration


Topic template

Elements

Viewed through prism of perspectives

Primary means of defining specific content

Represent breadth of coverage (GL)


Topic template

Key concepts

Key personalities

Case studiesElementsPerspective

?Culture, religion &science

?Society & economy

?Politics & administration


Topic template

The Irish countryside, 1815; economic crisis, 1815-1850; the Famine; the post-Famine economy; emigration; education; impact of the railways; industrial development in Belfast.

Society and economy

ElementsPerspective

LMI 1. Ireland and the Union, 1815 – 1870


Topic template

Administrative and political structures under the Act of Union; O’Connell –the campaigns for Emancipation and Repeal, achievements; the Tithe War; the Poor Law; Young Ireland; government responses to Famine; electoral reform; sectarianism in politics; Fenianism; Liberal reforms.

Politics and administration

ElementsPerspective

LMI 1. Ireland and the Union, 1815 - 1870


Topic template

Developments in the creation of cultural and religious identities; the creative arts; developments in science and technology.

Culture, religion and science

ElementsPerspective



Topic template

Case studies

Each topic has three associated case studies, each of which involves an in-depth investigation of a particularly significant or representative aspect of an element of the topic (syl 11)


Topic template

Key concepts

Key personalities


?Culture, religion & science

?Society & economy

?Politics & administration


Topic template

Private responses to Famine, 1845-1849


Society and economy

Case StudiesElementsPerspective



Topic template

The campaign for Catholic Emancipation, 1823-1829

Administrative and political structures under the Act of Union; O’Connell – the campaigns for Emancipation and Repeal, achievements; the Tithe War; the Poor Law; Young Ireland; government responses to Famine; electoral reform; sectarianism in politics; Fenianism; Liberal reforms.

Politics andadministration




Topic template

The Synod of Thurles, 1850, and the Romanisation of the Catholic Church

Developments in the creation of cultural and religious identities; the creative arts; developments in science and technology.

Culture,religion & science




Topic template

Key personalitiesTen key personalities are listed for each topicAll of those included have relevance to listed elementsNot intended as additional elements


Topic template

Key concepts

Key personalities

?


Culture, religion &science


Society & economy


Topic template

Students should be aware of the contribution of the following to the developments listed under the elements above:Daniel O’Connell; Thomas Davis; Charles Trevelyan; Charles Kickham; James Stephens; Asenath Nicholson; Mother Mary Aikenhead; Cardinal Paul Cullen; William Carleton; William Dargan.



Topic template

Key conceptslisted for each topic, of particular importance for higher level students

not intended as additional elements(GL)

develop understanding of main issues in elements


Topic template

Key concepts

?

Key personalities


Culture, religion & science

Society & economy



Topic template

Key conceptsAnother “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts:The Union, sectarianism, Catholic Emancipation, physical force republicanism, laissez- faire, economic depression, dowry, landlordism, famine, nation,ultramontanism, evangelicalism.



Students at both levels should be able to:

recall the main events as set down in the listed elements and, with particular reference to important changes identified therein, show a basic understanding of the main causes and consequences.

recognise that historical study is concerned not just with the powerful and influential but also with the ordinary and the anonymous. (syl 13)

Topics for study: learning outcomes


Students at both levels should be able to

recall issues and events in case studies; give narrative accountlook at contentious or controversial issues from more than one point of view;particular reference to case studiesdescribe role of key personalities in elements (syl 13)




In addition, Higher Level students should:recall main events; show good understanding of main causes and consequencesrecall issues and events in Case Studies; give discursive accountevaluate role of key personalities – awareness of current as well as contemporary attitudesshow understanding of relevance of key concepts to the topic (syl 13)


Key principle underlying syllabus:The study of history should be regarded as an exploration of what historians believe to have happened, based on enquiry into available evidence (syl 8)

Exploration – enquiry – evidence

Key principle revisited


Key syllabus aims

To develop an appreciation of the nature and variety of historical sources.To develop the ability to think critically.To recognise that the available evidence may be open to more than one valid interpretation.Students should be aware of bias and strive to be objective. (syl 4,5)


Case studies – objectives

It should be noted that work on the case studies has a crucial role to play in the achievement of many of the key syllabus objectives e.g.

Understanding of procedural conceptsRecognition of nature of historical knowledgeDevelopment of evidence handling skills (GL)


Topic template



Society and economy




Case Study: Document activity

Case study Types of sources Different perspectives


Private papers, government papers, newspaper comments, historians’ comments

Complimentary, critical, evaluative

Taken from Draft Guidelines, section on case studies


Document activity: aims

This activity links with key aims:students should be able to look at a contentious or controversial issue from more than one point of viewstudents should learn to evaluate theirhistorical inheritance through the studyof history from a variety of perspectives(Syl4)


Document 1William Hume writes to William Stanley about responses to famine at local level

Glen Lodge, Killybegs, 2nd April 1847Sir

I must confess, as a Landlord (not receiving any rent) my inability to assist my poor tenants in their need. But the plan of the Commissary General, I suppose accords with the views of Government, to procrastinate relief, until starvation and death ensues. This is I assure you the general impression.

Your obedient ServantWilliam Hume

William Stanley Esquire [Relief Commission Papers, RLFC 3/2/7/8]Courtesy of National Archives, Counties in Time CD Rom


Document 2

The response of the Society of Friends to the Famine in 1846 and 1847.

The means placed at our disposal, including both money and food, amounted to nearly £200,000. Of this sum, £4,826 16s. 6d. was received from members of the Society of Friends in Ireland, independently of their local contributions; and £37,398 5s. 1ld. from the Committee of Friends in London. Other donors in England and Ireland, not members of the Society of Friends, entrusted their bounty to us to the amount of £4,065 6s, 8d+ But the chief source … was the munificent bounty of the citizens of the United States.

Transactions of the Central Relief Committee of the Society of Friends during the Famine in Ireland, in 1846 and 1847(Dublin, 1852) p46


Document 3








Evaluating the documents

DescriptionWhat types of documents are these?What is the main point in each document?

Interpretation What contrasting responses to the famine are evident in these documents?


In conclusionThe topic:

specified content

structured layout

range of perspectives

balances breadth (elements) and depth (case studies)