Year 10 History

Meeting the Statutory Requirements at KS3

Overview of the session

• To examine the teaching content of two new key elements in Year 10

• To examine appropriate strategies and methodologies

• To consider the implications for planning

• To consider our next steps on our return to school.

The Statutory Requirements for Year 10

Investigate the impact of significant eventsand ideas of the 20th century on our wayof life and culture

Key ElementCultural Understanding

Suggested contexts Role of women/technological advances/international terrorism/transport/medicine/arts

The Statutory Requirements for Year 10

• Investigate the causes and consequences of the partition of Ireland and how it has influenced the nature of society in Northern Ireland today including key events and turning points.

• Key Element Citizenship : Democracy and Active

Participation• Suggested context• Post 1500s up to today.

Introduction

Choosing a significant event

• How has the event impacted on our lives today ?

• How do we deal with that impact or what

changes has the event contributed to?

• Can we apply the criteria for historical significance to our chosen event?

A Rollercoaster Ride

• Highs?

Lows?

What makes the Holocaust significant?

• The Holocaust affected the lives of many people in the past .

• Things would have been different if this event had not happened. (Nuremburg Trials punishment of war criminals/restorative justice/judgement and retribution)

• The Holocaust helps us to explain something about our world today (genocide/crimes against humanity)

• The Holocaust has affected peoples lives for a long time (Holocaust remembrance/survivors stories)

• The Holocaust tells us how people lived in the past ( attitudes and beliefs/role of government/power)

Why chose the Holocaust?

• Fulfils the statutory requirements.• Research base e.g. History Matters/McCully on role of

history in a post conflict society. (cf T. Lomas Historical Association 1989,Teaching History 2000, A. Kitson 2005/A. McCully/D McCall 2007

• Provides opportunities to develop strategies which would empower young people to deal with controversial issues

• Experience in the teaching of Local and Global Citizenship has shown that it is better to examine controversial issues in a global context first before before examining controversy in a local context.

• Fulfils the criteria for historical significance

The Holocaust A curriculum rich topic

Ethical AwarenessBystander/victim/perpetratorrescuer

Individuals who have

Made a moral stand.Oscar Schindler People of the Chambon In France

How history has been selectively interpreted to createStereotypical perceptions and to justify views and actionsNazi propaganda against the Jews led to anti Jewish laws followed by Concentration camps/ ghettos /death camps and Final Solution

Investigate the impact of a significant eventHuman rights issuesLessons learned for any societyRemembrance

Cross Curricular SkillsUsing CommunicationTalking and Listening task Voices of /Voices for/Voices Against Using ICT;Designing and exchanging with another school digital forms of Holocaust memorials.

This is our focus today

Graffiti Board and KWL grid

What was the Holocaust?

WHO? WHEN?

WHAT?WHERE?

HOW?

Pictures put faces to statistics

Maps give the scale and scope

Timeline gives the context

Photos give details

Historical evidencedescribes the steps

Separation

Control

Creating the Enemy

The Final Solution

Steps to Genocide

What do the arrows show?

Can you explain how each step is linked?

11 MILLIONDEAD

6 MILLIONJews

5 millionNon Jews

¼ million gypsies

Jehovahwitnesses

Homosexuals

Political enemies

Step 1 Creating the Enemy

Dealing with emotive images and language

Use the methodology of • Tell me what you see, • tell me the message, • tell me what you think.

Then analyse the source

and how the Nazis used

this propaganda against

the Jews

untrustworthy

dangerous ugly

dirty crafty

devious

mean

happy

wonderful

threatening

ordinary

Circle the words which the best describe how the source portrays the Jewish man

Creating the Enemy : How?

Us and They

Labelling

Dehumanise

The Jews are different to everyone else and they even look different to us.

Everyone even the teachers are mistreating the Jews so it must be acceptable

All Jews wear yellow stars to distinguish them from us

Led to Stereotyping and discrimination

All Jews are kidnappers of children

Planning across the Key Stage

Year 8

The Plains Indians

The Slave Trade

Year 10

The Holocaust

Citizenship

Citizenship

Citizenship

Resources- so far…

• 20th Century Unit – ppt, teacher’s guidance and pupil booklet, learning ‘certificates’

• Holocaust unit of work, images on CD….

• Scheme of work for Year 10 for Hodder book….

A Rollercoaster Ride

• Highs?

Lows?

The Partition of Ireland

Set Partition in its historical context

• Use a timeline which not only gives pupils a chronological framework but also a thematic approach.

• What is the big story? • Why Ireland is partitioned /divided?• What do you intend your pupils to come away with in terms of

understanding this big story? What do you see them being able to do?

• The ability to • 1. Explain the story of why Ireland was partitioned • To do this the pupils will have to understand • a. Britain’s attempts to keep her rule in Ireland• b Ulster Unionists’ determination to stay part of the British Empire. c Nationalists determination to end British rule in Ireland d. How all these causes led to partition.

Set partition in its historical context

Living graphs can help set up highs and lows/change and continuityacross and within the period

Washing Linescan help set up the big themes for example conflict versus co-operation

Fortune Lines To show empathetic understanding of differentperspectives (Comic Life)

Human timeline to get accurateChronological ordering and helps to make partition relevant to the pupils lives today

Starting point – what is partition and what do you know already about it?

• Your task will be in pairs take a set of cards and discuss the different methods that Britain used to control Ireland.

• Which do you think were the most successful?

Theme 1 Britain’s attempts to keep her rule in Ireland.

Plantation(rebellion and massacres)

1600s

Partition 1921

Confiscation of lands1640s-1700s

Union 1801Abolition of Irish

Parliament

Putting down revolts1798 – 1860s

Taking completeControl

1500s-1600s

Independence for Republic of Ireland

1948

Northern Ireland1921-1972

Direct Rule1972- 1998

1998 Good Friday Agreement

Sets up Northern Ireland Assembly

Theme 2: Unionists’ determination to stay under British rule

Reasons for opposition to Home Rule:

Benefits of Empire

Religious

Economic

Social

Methods of opposition:

Solemn League and Covenant

Mass demonstration

Methods of opposition:

Formation of the UVF

Larne gun-running

Unionists determinationto stay under British rule

and resist Home Rule

Long TermCauses

Unionistdetermination

to stay part of BritishEmpire

Short term Causes

TriggerWar of

Independence

Nationalist Determination

To leaveBritish Empire

Pulling it together : A Causal Chain

Britain’s Determination not to end her rule

in Ireland

What did Britain do

Thinking Problem Solving….p.30

Build a causal language wall to help pupils frame their responses

resulted in led to affected

causedexplains why

This is because

Explain why Ireland was partitioned

using a road map

1 . First Stop Your opening statementWhat partition is and when it happened

3.Third StopAnother cause of partition is……..Explain how this caused partition

2.Second StopOne if the causes of partition is……..Explain how this caused partition

4.Fourth StopThe fourth cause of partition is……..Explain how this caused partition 5. Fifth Stop

The final cause of partition is……..Explain how this caused partition

Last stopThe trigger event that led to partition was

….. This was because …….

Set the Consequences of Partition in its historical context

• Use a timeline which not only gives pupils a chronological framework but also a thematic approach.

• What is the big story? Partition divided an already divided society but in the long term did

not bring peace in Northern Ireland.• What do you intend your pupils to come away with in terms of

understanding this big story?• The ability to • 1. Explain why the Troubles broke out in Northern Ireland in 1969?• To do this the pupils will have to understand • a. the actions of people who wanted to end partition • b. the actions of people who wanted to keep partition • c. How this led to the outbreak of the Troubles in 1969• d. Partition today .

Short term consequences

Partition 1921

ViolenceFree State

Violence in North

Civil war1922-1923

SectarianRiots1922

Split in the countryDeath of

Michael Collins

Destruction and deaths

IRA determined to end partition

Formation of B Specials1922

Special Powers Act1922

The Consequences of Partition

Other side wanted to end partitionOne side wanted to keep partition

Divided Ireland

Troubles

Consequence 1

Keep partition

Unionist Dominated

government

Conflict with the Nationalist

minority

Conflict with the IRA and others

Political response to Nationalism

Social and economic??

Wool-web activity/collage

Managing Information p.20

Consequence 2

End partition

Actions of Free State

Actions to changepartition

Role of the IRA and others

Hostility Of Unionist government

Thematic Approach

NICRA

USA FranceThe British Army and the UDR

Internment

Prisons IncidentsAttempts to find a solution

The Bombing Campaign

Hunger Strikes

PolicingRelations with the Republic

Peace Initiatives

Stormont Assembly

long term

Consequences of Partition

Basic Consequence wheel

Shortterm

Managing Information p.20

Washing Line- Line of Interpretation

Conflict Co-operation

Constructing wallsSimilar to Diamond 9What led to Nationalist anger against the Unionist government?

Most important factors along the bottom

What steps were taken towards a peaceful solution?

Discrimination- housing and jobs

Demolishing walls

Roots and Fruits

Other suggested strategies CCEA Active Teaching and Learning booklet

• Ideas Funnel , the Five Ws and Graffiti board encourage open ended discussion and questioning.

• Silent Conversation and Personal Journal are two Facing History strategies which help pupils deal with emotions around controversial issues www.facinghistory.org

• Note taking grids are essential to help pupils organise information over a long period of time

for example Clustering /flow charts/creative walls/matrixes.

Suggested Strategies

• Visual Representations tug of war for conflict/scales of justice for push and pull factors/swingometer for measuring changes in attitudes and beliefs

• Causal Chains/consequence

• wheels/jigsaw pieces to show links and connections.

• Democracy tree/Democracy game

helped hindered

partition

Silent conversation/ Collaboration across departments/Use of Ulster Museum

Woman in Bomb Blast, 1974 by Frederick Edward McWilliam

Implications for Planning

• Action Plan for Year 10 • Shared understanding of what will be taught and why.• Where do Year 10 topics fit in with other units across the key stage?• Can you prepare your pupils in Years 8 and 9 for aspects of the Year

10 programme?• Use draft scheme to help shape the content.• Use CCEA booklet Active Teaching and Learning to chose

appropriate strategies• Progression, cf. Thinking Skills and Personal Capabilities CCEA• Opportunities for CCS; development/assessment/reporting

• Other resources on CD/ Holocaust unit and DVD• Action Plan template/ next steps guidance.