| A. Single lessons |
| 001. How differently have the English & Irish regarded events in Ireland since the 12th century? | This overview of Anglo-Irish relations in one lesson meets the requirements of the new Key Stage 3 Programme of Study for History in England.
It uses visual sources to ask three questions : 1. Is seeing believing? 2. How would you define English views of Ireland and the Irish? 3. How far do Irish attitudes challenge the English views? The lesson concludes by asking students what further questions they need to ask to understand further Anglo-Irish relations?
http://iisresource.org/Documents/Anglo Irish_Relations_Overview.pdf
http://iisresource.org/Documents/Anglo-Irish_Relations_Overview.ppt |
| 002. Who has come to Britain, and when? Developing questioning through timeline maps | This overview of migration to Britain in one lesson meets the requirements of the new Key Stage 3 Programme of Study for History in England.
It uses visual sources to ask three questions: 1. Where are you from? 2. Who has come to Britain, and when? 3. Using the Irish resources, how accurate are the statements about when people came to Britain?
http://iisresource.org/Documents/Who_Has_Come_Britain_03.pdf
http://iisresource.org/Documents/Who_has_come_Britain_03.ppt |
B. Study units
|
0.1. Irish pathway though KS3 history 1
Romans to Rising
Trafford Irish pathway | When Urmston Grammar School re-organised its History curriculum at Key Stage 3 around a series of key questions, it incorporated, where appropriate, Irish material to help answer these questions, thus forming an Irish pathway throughout Key Stage 3 History.
This was part of a general policy to promote knowledge and understanding of Ireland in the school and also an attempt to provide a sound basis for the more specialised study of conflict in Ireland as part of the GCSE History in Years 10-11. http://iisresource.org/Documents/KS301_Irish_Pathway_Trafford.pdf http://iisresource.org/Documents/0A5_Normans_Ireland_Trafford_Opt.pdf |
0.2. Irish pathway though KS3 history 2
Normans to WW1 & beyond
Tuxford Irish pathway | Students at Tuxford School enjoy the Irish coursework element of their SHP GCSE History course, but used to complain about how much was required of them. The issues were complex and the historical coverage almost overwhelming. They also asked that if Ireland is so important, why does it appear only at GCSE.
In response to these comments, Tuxford School introduced elements of the history of Ireland and Anglo-Irish relations into the History curriculum at Key Stage 3. The syllabus is based on a series of ‘focus questions’ for each term. The focus questions are in turn addressed through a series of ‘organising questions’. http://iisresource.org/Documents/KS302_Irish_Pathway_Tuxford.pdf http://iisresource.org/Documents/0A3_Normans_Notts_Y7.pdf |
0.3. Thinking Skills
Nottingham Pilot Scheme | 1. Why did the Normans go to Ireland?
2. Pictures from Memory: Omagh in 1610
3. Concept map: why has there been tension in Ireland?
4. Storytelling task: Bloody Sunday
5. Odd One Out: Personalities & organisations in Northern Ireland http://iisresource.org/Documents/0A4_Secondary_Hist_Thinking_Skills.pdf |
0.4. Irish history & the Secondary National Strategy
Blackpool Pilot Scheme | Overview 1. Using an advance organiser: The Normans & Ireland
2. Fortune line:
Comparing the lives of Grace O’Malley & Elizabeth I
Michael Collins
3 & 4. Collective memory & Audience & purpose: Cromwell in Ireland
5. A mystery: Reasons for an Irish disapora
6. Relational diagram: Fighting for whom? - 1916
7. Reading images & Collective memory: Murals in Northern Ireland
8. Examining audience & purpose: What do songs reveal about our study of Irish history?
9. Classifying & summarising: Why are Protestants & Catholics willing to share power in Northern Ireland now & not earlier?
10. Plenaries: Metacognitive reflection exercises
http://iisresource.org/KS3_Strategy_History.aspx |
0.5. What do songs reveal about our study of Irish history?
Blackpool Pilot Scheme - Thinking skills exercise | Examining audience & purpose
1. Listen to the song. Look at the lyrics whilst you listen.
2. Complete the Graphic Organisers for each song.
In the central box (number 1) write down what you think is the STORY the so telling.
3. In box number 2 write down what you think the MESSAGE of the song is.
What is the singer trying to say? How does he/she get the message across?
What is the MOOD of the song?
4. How does the song HELP you understand Irish history?
How does the song help you understand people’s attitudes?
Write down your thoughts in box number 3.
5. In box number 4 write down what PROBLEMS exist with this song.
Is it reliable?
Does it tell you everything you need to know about Irish history and attitudes?
What other information do you think you will need to find out more?
http://iisresource.org/Documents/Blackpool_Songs_KS3.pdf |
| C. Other resources |
| 0.6. Mythical Ireland | A rich resource for ancient sites and myths and legends.
http://www.mythicalireland.com |
| 0.7. Introduction to Irish History PowerPoint | An overview from prehistoric Ireland to the 1916 rising.
http://www.facstaff.bucknell.edu/rickard/irishhistory.ppt - no longer available |
0.8. Ireland’s history in maps | Maps from the Ice ages to the Famine.
http://www.rootsweb.com/~irlkik/ihm/iremaps.htm |