Street History

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Street History

• Lorraine ONeill
• Rachel Morrow

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About the Project

• Cross community project encompassing History and
  Citizenship.
• Wellington College
• Our Lady and St Patricks College

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Cross Community Initiatives

• EMU- Education for Mutual Understanding
  (introduced 1992)
• CH- Cultural Heritage (introduced 1992)
• Local and Global Citizenship (statutory from 2008)

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Historical Themes
The Titanic and Industry
The Battle of the Somme
The Easter Rising
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Rationale

• Only 4-5 of pupil population attend integrated
  schools.
• 2001, 85 of the population said that they would
  like integrated education (NICIE).
• 15 of children have expressed sectarian comments
  by the age of five (Too Young to Notice? 2002).

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Class Charter

• Everyone has the right to express an opinion.
• Anyone can disagree with, or challenge, that
  opinion.
• Everyones opinion/viewpoint should be treated
  with respect.
• No inappropriate or derogatory language.

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Lesson One All About Me
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Teaching the Course

• Lesson Two - Titanic and Industry.
• Lesson Three and Four - 1916 The Battle of the
  Somme and The Easter Rising.

• Fictional characters were used to explore
  controversial topics.

• Pupils engagement in the course is evident in
  their full and detailed responses.

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Final Thoughts
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• Pupils Responses
• This project has helped me understand both sides
  of sectarianism.
• I loved the project and hope that other people
  in other schools will get to learn what I have.
• Teachers Responses
• It teaches pupils about the reasons behind the
  diversity of opinion in Northern Ireland today.
• The class really enjoyed participating. It was
  exciting and different for them. It is a good
  extension of KS3 History and Citizenship. It also
  enhances their ICT skills and very importantly
  hits right on the aims of EMU .

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Conclusions

• The project has been successful in
• Developing students historical knowledge and
  skills.
• Having a positive influence on community
  relations.
• Breaking down educational barriers.
• Enhancing pupils ICT skills.

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How best to offer this to all children?

• Make e-links a mandatory part of the curriculum
• Make e-links a required element of initial
  teacher education
• Make e-partnering a required part of continuing
  professional development
• Provide best practice guides

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Your Thoughts

• 1. Are political murals redundant in contemporary
  Irish society?
• 2. ICT in schools is an excuse for death by
  powerpoint. How do we get schools to be more
  innovative in their approach?
• 3. Use of ICT in schools increases the digital
  divide and has the potential to further
  marginalise those from socially deprived
  backgrounds. How can we ensure that all pupils
  have equal access to computers at school and at
  home?
• 4. Does citizenship education really have the
  potential to bridge religious divides in Northern
  Ireland, or is it simply a superficial response
  to a 400 year old problem?