Leaving Certificate History The Revised Syllabus Topics for Study: an Introduction History...

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)

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The role of the topic in the syllabus

Context within syllabus framework Layout of topic, using example of

Ireland and the Union, 1815 – 1870.

Specified learning outcomes Some comments from the

guidelines.


3

The syllabus framework Working with

Evidence Introduction –

history and the historian

Documents – based study

Research study

Topics for Study

Early Modern

OR

Later Modern


4

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)


5

Topics for Study Choose a field of study, either Early

Modern or Later Modern 2 topics from Irish history 2 topics from Europe and the Wider

World 1 of these 4 topics will be

prescribed for a documents – based study


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Ireland 1494-1815

Europe and the Wider

World 1492-1815

Ireland 1815-1993


World 1815-1992

Topic 1 Topic 1 Topic 1 Topic 1






Fields of StudyEarly modern Later modern

Topics for Study


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Syllabus Components

Documents- based

Study

Research Study

Introduction: history and the historian

Ireland


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


8

Topic template

Topic to be studied through a range of perspectives

Politics and administration

Society and economy

Culture, religion and science


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Topic template

Perspectives Elements Case studies

Politics & administration

Society & economy

Culture, religion & science

Key personalities

Key concepts


10

Topic template

Elements

Viewed through prism of perspectives

Primary means of defining specific content

Represent breadth of coverage (GL)


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Topic template

Perspective Elements Case studies

Politics & administration ?Society & economy

?Culture, religion & science ?

Key personalities

Key concepts


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Topic template

Perspective Elements

Society and economy

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

LMI 1. Ireland and the Union, 1815 – 1870


13

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.

LMI 1. Ireland and the Union, 1815 - 1870


14

Topic template


Culture, religion and science

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



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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)


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Topic template


Politics & administration ?Society & economy ?Culture, religion & science ?

Key personalities

Key concepts


17

Topic template

Perspective Elements Case Studies

Society and economy


Private responses to Famine, 1845-1849



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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.

The campaign for Catholic Emancipation, 1823-1829



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Topic template



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

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



20

Topic template

Key personalities Ten key personalities are listed for

each topic All of those included have

relevance to listed elements Not intended as additional

elements


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Topic templatePerspective Elements Case studies

Society & economy



Key personalities

?Key concepts


22

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.



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Topic template

Key concepts listed for each topic, of particular

importance for higher level students

not intended as additional elements (GL)

develop understanding of main issues in elements


24

Topic template



Society & economy


Key personalities

Key concepts

?


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Topic template

Key concepts Another “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.



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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


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Students at both levels should be able to

recall issues and events in case studies; give narrative account

look at contentious or controversial issues from more than one point of view; particular reference to case studies

describe role of key personalities in elements (syl 13)



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In addition, Higher Level students should: recall main events; show good understanding

of main causes and consequences recall issues and events in Case Studies; give

discursive account evaluate role of key personalities – awareness

of current as well as contemporary attitudes show understanding of relevance of key

concepts to the topic (syl 13)


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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


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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)


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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 concepts Recognition of nature of historical

knowledge Development of evidence handling

skills (GL)


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Topic template


Society and economy





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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


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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 view

students should learn to evaluate their historical inheritance through the study of history from a variety of perspectives (Syl4)


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

Glen Lodge, Killybegs, 2nd April 1847 Sir

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


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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


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Document 3


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Evaluating the documents

Description What 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?


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In conclusion The topic:

specified content

structured layout

range of perspectives

balances breadth (elements) and depth (case studies)

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