1. Leaving Certificate History The Revised Syllabus Topics for Study: an Introduction History In-Service Team (HIST) Supporting Leaving Certificate History

2. 2004, Session 1bHistory In-Service Team (HIST)2 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. 2004, Session 1bHistory In-Service Team (HIST)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. 2004, Session 1bHistory In-Service Team (HIST)4 Parts I and II: links Introduction – history and the historian This 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. 2004, Session 1bHistory In-Service Team (HIST)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

6. 2004, Session 1bHistory In-Service Team (HIST)6 Topics for Study

7. 2004, Session 1bHistory In-Service Team (HIST)7 Syllabus Components Documents- based Study Research Study Introduction: history and the historian Ireland Europe and the Wider World 1 123456 123456 Topics (4) from either Early Modern or Later Modern Field of Study Topic 2 prescribed for documents – based study Working with Evidence

8. 2004, Session 1bHistory In-Service Team (HIST)8 Topic template Topic to be studied through a range of perspectives Politics and administration Society and economy Culture, religion and science

9. 2004, Session 1bHistory In-Service Team (HIST)9 Topic template PerspectivesElementsCase studies Politics & administration Society & economy Culture, religion & science Key personalities Key concepts

10. 2004, Session 1bHistory In-Service Team (HIST)10 Topic template Elements Viewed through prism of perspectives Primary means of defining specific content Represent breadth of coverage (GL)

11. 2004, Session 1bHistory In-Service Team (HIST)11 Topic template PerspectiveElementsCase studies Politics & administration ? Society & economy ? Culture, religion & science ? Key personalities Key concepts

12. 2004, Session 1bHistory In-Service Team (HIST)12 Topic template PerspectiveElements 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. 2004, Session 1bHistory In-Service Team (HIST)13 Topic template PerspectiveElements Politics and administration 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. 2004, Session 1bHistory In-Service Team (HIST)14 Topic template PerspectiveElements Culture, religion and science Developments in the creation of cultural and religious identities; the creative arts; developments in science and technology. LMI 1. Ireland and the Union, 1815 - 1870

15. 2004, Session 1bHistory In-Service Team (HIST)15 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)

16. 2004, Session 1bHistory In-Service Team (HIST)16 Topic template PerspectiveElementsCase studies Politics & administration ? Society & economy ? Culture, religion & science ? Key personalities Key concepts

17. 2004, Session 1bHistory In-Service Team (HIST)17 Topic template PerspectiveElementsCase Studies 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. Private responses to Famine, 1845- 1849 LMI 1. Ireland and the Union, 1815 - 1870

18. 2004, Session 1bHistory In-Service Team (HIST)18 Topic template PerspectiveElementsCase Studies Politics and administration 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 LMI 1. Ireland and the Union, 1815 - 1870

19. 2004, Session 1bHistory In-Service Team (HIST)19 Topic template PerspectiveElementsCase Studies Culture, religion & science 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 LMI 1. Ireland and the Union, 1815 - 1870

20. 2004, Session 1bHistory In-Service Team (HIST)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

21. 2004, Session 1bHistory In-Service Team (HIST)21 Topic template PerspectiveElementsCase studies Society & economy Politics & administration Culture, religion & science Key personalities ? Key concepts

22. 2004, Session 1bHistory In-Service Team (HIST)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. LMI 1. Ireland and the Union, 1815 - 1870

23. 2004, Session 1bHistory In-Service Team (HIST)23 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. 2004, Session 1bHistory In-Service Team (HIST)24 Topic template PerspectiveElementsCase studies Politics & administration Society & economy Culture, religion & science Key personalities Key concepts ?

25. 2004, Session 1bHistory In-Service Team (HIST)25 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. LMI 1. Ireland and the Union, 1815 - 1870

26. 2004, Session 1bHistory In-Service Team (HIST)26 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

27. 2004, Session 1bHistory In-Service Team (HIST)27 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) Topics for study: learning outcomes

28. 2004, Session 1bHistory In-Service Team (HIST)28 Topics for study: learning outcomes 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)

29. 2004, Session 1bHistory In-Service Team (HIST)29 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

30. 2004, Session 1bHistory In-Service Team (HIST)30 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)

31. 2004, Session 1bHistory In-Service Team (HIST)31 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)

32. 2004, Session 1bHistory In-Service Team (HIST)32 Topic template PerspectiveElementsCase Studies 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. Private responses to Famine, 1845- 1849 LMI 1. Ireland and the Union, 1815 - 1870

33. 2004, Session 1bHistory In-Service Team (HIST)33 Case Study: Document activity Taken from Draft Guidelines, section on case studies

34. 2004, Session 1bHistory In-Service Team (HIST)34 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)

35. 2004, Session 1bHistory In-Service Team (HIST)35 Document 1 William 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 Servant William Hume William Stanley Esquire [Relief Commission Papers, RLFC 3/2/7/8] Courtesy of National Archives, Counties in Time CD Rom

36. 2004, Session 1bHistory In-Service Team (HIST)36 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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46. 2004, Session 1bHistory In-Service Team (HIST)46 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?

47. 2004, Session 1bHistory In-Service Team (HIST)47 In conclusion The topic: specified content structured layout range of perspectives balances breadth (elements) and depth (case studies)