Title: Teaching Methodologies
1Teaching Methodologies Revision Techniques
- Second Third Year Junior Cert
2Subject Aims
- Acquire knowledge of and understanding about
human activity in the past - Understanding the contemporary world through the
study of the past. - Develop conceptual understanding and the ability
to think independently. - Develop a range of skills essential for the study
of history. - Students are encouraged to develop positive
attitudes such as a commitment to objectivity and
fairness, and an acceptance that people and
events be judged in the context of their values
and time. - Students are encouraged to develop an interest
and enthusiasm for history and a value of their
heritage from the past.
3Subject objectives
- The course objectives set out the knowledge,
concepts, skills and attitudes appropriate to the
study of history. - (Please read Syllabus for a detailed account of
these objectives).
4Putting these into Practice.
- The material may remain the same but teachers are
constantly revising teaching methodologies. - Continual battle to condense the course but
achieve the aims objectives set out in the
syllabus. - School year is approximately 30 weeks
5Curriculum Planning for 2008/9 Second Year
6Curriculum Planning For 2008/9 Third Year
7Textbooks
- The Past Today
- Living History
- Uncovering History
- Footsteps in Time
- Lets Look at History
- Timeline
- Rapid revision
- Shortcuts to Success
8Websites
- www.schoolhistory.co.uk
- www.hist.ie
- www.teachnet.ie
- www.puzzlemaker.com
- www.bbc.co.uk/history
- http//www.leavingcert.net/skoool/examcentre_jc.as
p?id1918 social change in the 20th century,
good summary
9Useful history websites
- National Library of Ireland
- http//www.nli.ie/1916/1916_main.html
- Irish Famine
- http//www.strokestownpark.ie/museum.html
- 1913 Lockout
- http//multitext.ucc.ie/d/Dublin_1913Strike_and_Lo
ckout
10Movies / Documentaries
- Michael Collins Irish history
- The Wind that Shakes the Barley
- Seven Ages Irish history, video footage good
for social change - The Patriot American War of Independence
- 1492 Conquest of Paradise Columbus expedition
- That was then, this is now, Change in Ireland,
1949 1999 Irish social history - Rtes Reeling in the years Irish social history
11Teaching Methodologies
- Note taking from board and O.H.P.
- Photocopied handouts and worksheets.
- Use of video and computer where appropriate.
- Field trips and report writing on these.
- Use of textbooks and exam papers.
- Project work and presentations by pupils.
- Research by pupils on historical figures and
events. - Develop skills of map reading, group work,
researching, analysing (evaluating sources) and
presentation of information.
12Mixed Ability Classes
- Increasing number with learning difficulties such
as dyslexia. - Special needs teacher has made suggestions of
methodologies which can aid their learning. - For e.g. When reading, prediction about what will
happen should be encouraged
13Methodologies
- Highlight keywords.
- Key topic vocab
- Crosswords cloze tests
- Content specific questions about the text during
the reading process - Visual imagery
- Break tasks into steps
- Mind maps
14Our Experience
- Outline of lesson plans that we use.
- These are always changing / adapting to meet the
needs of our students
15Layout of Board
Learning Objective
Date
Key Vocabulary
Homework
16Outline of Presentation
- Reformation
- Conquistadors
- American Revolution
- Social Change
- Revision techniques
17The Reformation
18Introducing the Topic
- Students have normally come across this topic in
Religion and know its about the split in the
Church. - Main Sections (a) causes
- (b) Luther
- (c) Other reformers
- (d) Counter-Reformation
19Causes
- Key Words Tithe, Indulgences, Nepotism, Simony,
Absenteeism, Pluralism. - Discussion
- What is the role of the Church?
- What is the job of a priest?
- Church teachings about heaven hell.
-
20The Structure of the Church
- Sorting Exercise
- Give students vocabulary box and ask them to sort
out how the church was organised putting the most
important at the top. - Draw into their copies
21Organisation Responsibilities
- Then give the words Parish Dioceses. Sts must
match on diagram who is responsible for these. - Introduce term tithe to explain how the Church
collected money. - Ask who they think paid this?
22Why was the Church so Important?
- Connect to Medieval Times, The Black Death Was
this a punishment from God? - People looked to the Church for answers.
- Influence of the Renaissance.
- There were problems in the Church which made
people question its teachings
232). The wealth power of the church.
1).The behaviour of Popes Bishops
Causes of the Reformation
3). Poorly educated Priests
6). Influence of the Renaissance. People began
questioning Church teachings.
4). Abuses
5). The sale of indulgences
Timeline pub Edco pg175
24Martin Luther
- Give background information on Luther.
- Believed in Justification of faith alone.
- Outraged at sale of indulgences
25What happened next?
- Cut up the facts on Luther.
- Put students in groups and get them to sort out
the events in order. - There are a few sketches on the internet that can
be used as well to illustrate the story instead. - Feedback.
26Writing Frame
- Ask students to categorise the information under
4 or 5 headings. - Feedback
- Decide on a list of common headings.
- For homework, sts use their textbook to pick out
the facts about Luther's quarrel with the Church.
27Writing Frame
Name of the Reformer. What nationality was
Luther? What did Luther study? Who was John
Tetzel? What was Pope Leo X collecting money
for? Why did this anger Luther? What was meant by
justification by faith alone? What was Luther's
95 thesis about? How did news of his views
spread? How did the Pope react to Luthers
Thesis? etc
28Fill in the gaps
In 1517 the Pope decided to rebuild St Peter's
Basilica. He promised an __________ to people
who gave money for it. In Germany John _______
told people that if they gave money they would go
to _________.Luther thought this was ________. He
wrote the 95 ________ to argue against it.
29Revision
Papal Bull
95 Thesis
Indulgences
Diet of Worms
Martin Luther
Peace of Augsburg
New religion
Protestant V Catholic
30Timeline, pub Edco pg 182
31Documents
- Images or documents can be used to explain the
effects or results of the Reformation.
32Europe after the Reformation
33Exam Questions
- People in History
- 2008 , 2003, 2000, 1998
- A named religious reformer at the time of the
reformation. - Question 5 2007 2002
34Resources
- www.schoolhistory.co.uk
- This site has great worksheets on Luther and
Henry VIII. - Great revision cross word on Luther
- www.my-etest.com (from the past today book) Quiz
352nd year Topic
36How to approach topic
- Key Words Empire, Colony
- Link with Explorations
- Generate a discussion by asking the following
questions - Why did countries like Britain want colonies?
- Why were people going to these newly discovered
countries such as America? - Give students notes on introduction.
37Colony A colony was a country or region
controlled by another country. In the eighteenth
(1700s) and nineteenth (1800s) centuries,
European countries like Britain, France and The
Netherlands built up a large collection of
colonies all over the world. Frances empire
included places such as Senegal in West Africa
and Vietnam in South-East Asia. Britains
colonies included Australia, New Zealand, Canada,
India, South Africa and Ireland.
Why did people want to go to America? To escape
persecution of some kind (religious) New
opportunities Puritans (Calvinist segment of
Church of England) believed that reform of the
church was impossible and left for America in
1660s.
Why did countries like Britain want colonies? To
generate (produce) income To provide raw
materials for trade Imperialism - the practice of
established nations to extend their control
beyond their own borders
38(No Transcript)
39Suggestions on using map Blank out some of the
colonies and for homework see if pupils can work
out what they are.
40Next area Causes of the America War of
Independence
- Reasons why American colonists were unhappy in
the 1770s - Influence of the Enlightenment
- Seven years war
- Identity
- Taxes Stamp Act, Townshend Acts
- No taxation without representation
- What sparked a revolution?
- Boston Massacre 1770
- Boston Tea Party 1773
41Use of images taken from the Internet
42Continental Army (Colonists)
Redcoats(British )
43Worksheets\ Homework
44Go through the events chronologically using notes
1774 First continental congress representatives
of 13 colonies met in Philadelphia. Each colony
organised its own militia (army) in response to
the intolerable acts.
First shots are fired 1775 Concord Lexington
near Boston General Gage marched to Concord with
800 British soldiers or Redcoats. 273 redcoats
were killed. George Washington succeeded in
defeating British at Boston in 1776 but beaten at
New York later.
4th July 1776 Declaration of Independence passed
by Continental congress and written by Thomas
Jefferson.
The spirit of 1776 American colonists go to war
45Show clip from the film Patriot with the
following worksheet
- The Patriot
- Definition One who loves, supports, and defends
one's country - What year is it in the film?
- From your history why is this year so important?
- Name the two colonies that are mentioned in the
Newspaper. - What decision is the continental congress
expected to make by July? - What is the name given to the American/colonists
army? - Name the town the family travel to the next day.
- There are demonstrations happening in the town
centre, who do the colonists want to hang and can
you give one reason why they want this person
hanged?
46Questions continued..
- What does the continental army hope to achieve by
going to war with Britain? - What war did Captain Benjamin Martin (Mel Gibson)
previously fight in? - According to Captain Benjamin Martin what are
the alternatives to war? - What was decided at the meeting?
- What was the name of the British General who
successfully defeated the Americans at
Charlestown? - Captain Martins son, Gabriel is now fighting in
the Continental army against the Redcoats, what
is the name of the general who will lead the
continental army south? - What cause does Gabriel believe he is fighting
for?
47Cravat It was a narrow length of white linen
that could be decorated on its ends with lace,
fringe, or knots. It was worn wrapped about the
throat and loosely tied in front.
Hat Towards the end of the 17th century the
vast wigs then worn by some men made it
impractical for them to wear the fashionable
broad-brimmed hat unless necessary. Custom
dictated, however, that hats should then be
carried beneath the arm. Rapidly, the hat began
to be folded to make it easier to carry. In the
18th century this habit and changing fashions led
to many sorts of folded or cocked hats - cocked
on one, two, or three sides.
Breeches The cut of breeches became tighter and
revealed the shape of the leg. Worn by all levels
of society, breeches were made in a great variety
of silks, cottons, linens, wools, knits, and
leathers.
Stockings or Hose Fashionable stockings of silk
or cotton were generally white, and at times were
decorated with knit or embroidered patterns at
the ankle, referred to as "clocks" or "clocking."
48Pictures and colouring- helping the weaker
students
- Get students to cut out images of people wearing
the fashion at the time. For homework get
students to colour the picture and stick in into
their copies.
49Important battles
- Get students to create a timeline in their copies
of the War of Independence and explain in a
sentence what happened at each battle. - 1776 New York captured by British
- 1777 Princeton victory for Americans
- 1777 Battle of Saratoga victory for Americans
- 1777-1778 Winter in valley Forge
- 1781 Victory at Yorktown
50Effects\ Results of the American War of
Independence
- The founding of the United States of America
- Inspired the French and the Irish
- Ideas of the declaration were followed by people
in other countries.
51Short Answer Questions from the JC higher level
paper
- 2007 Give two causes of the America Revolution
- __________________________________________________
____________ - __________________________________________________
__________ -
- 2005 Chose one of the revolutions (America,
France or Ireland) from the period, 1770-1815 and
give two causes of that revolution - Country___________________________
- Cause 1___________________________
- Cause 2___________________________
- 2002 Mention two effects of the American War of
Independence on either France or Ireland. - __________________________________________________
____________ - __________________________________________________
____________
52Exam paper
- Question 6 2004
- Question 5 2003
532nd year topic
54Conquistadors
- meaning ("Conqueror") is the term used to refer
to the soldiers, explorers, and adventurers who
brought much of the Americas and Asia Pacific
under Spanish colonial rule between the 15th and
17th centuries
55Use of pictures
56(No Transcript)
57Divide class up into groups giving each group a
different picture accompanied with the same
questions.
- Describe what you think is happening.
- What nationality are the people in the picture?
- What animals do you see?
- Are there any treasures in the picture?
- What person would you like to be?
58Importance of Maps
Mexico Aztecs
Peru The Incas
59Importance of vocabulary
- Conquistador Spanish word for conqueror.
- Hernando Cortes Spanish conquistador
- Aztec native empire in Mexico, conquered by
Cortes - Plunder steal, raid
- Montezuma Aztec leader
- Tenochtitlan Mexico
- Massacre mass murder, slaughter
60- Francisco Pizarro Spanish conquistador
- Empire a group of nations ruled over by another
country. - Inca native Empire in Peru, conquered by
Pizarro - Atahualpa Inca Emperor
- Cuzco Inca capital
- Colony a country or region that is ruled by
another country.
61Matching exercise
62Summary
- Hernando Cortes Spanish conquistador
- Born in Spain in 1485.
- Lived in the Cuba.
- In 1519 decides to conquer the Aztec Empire in
Mexico. - Why? For wealth.
- Landed in Vera Cruz, destroys all his ships so no
one can turn back, his crew would have to fight
to survive. - Montezuma, Aztec King welcomes them into
Tenochtitlan believing they are Gods. - Cortes and his crew stole jewels and gold from
the natives. Aztecs succeeded in driving Cortes
and his men out of the city and killed Montezuma.
- 1521 Cortes returned with more men to pillage
(plunder) the city and destroys the Aztec
civilization.
- Francisco Pizarro-Spanish Conquistador
- Born in Spain 1470
- In 1531 he set sail from Panama with 2 ships and
170 men, several horses, cannons and muskets. - He decided to conquer Peru as he heard about
their great wealth (gold). - Pizarro captured the Inca emperor, Atahualpa and
attacked his army at Cajamarca. Spaniards killed
the emperor. - They then captured the city of Cuzco, the Inca
capital. - They stole Inca treasures and melted them down
for gold. - Spanish fought amongst themselves and Pizarro was
killed by his own men. - Spanish forced the Incas to work as slaves in
gold mines.
63Homework
- Write a paragraph in which you explain the
effects of the voyages of exploration and
discovery on the native people of America. - Suggestions
- Millions of people from Spain were attracted to
the colonies because of the promise of cheap land
and an easier life. - Local native people in the Americas therefore
lost land were often enslaved as the people were
from the Inca Empire. - Millions of natives died from European diseases
carried by the settlers. These diseases included
measles and the common cold. - Christianity spread.
- European languages replaced traditional
languages. - Horses and cattle were introduced to the New
World.
64Revision Techniques
65Read over notes
Look at pictures, maps etc in book
Some revision notes and tests online www.scoilnet
.ie www.schoolhistory.co.uk www.my-etest.com
Revision
Read through your text book
Close your copies and try to write answers to the
questions from textbook
Get someone to ask you questions to see if you
know the topic
Practice writing accounts without your notes
66Revision of Accounts
- By writing out accounts this will help students
go over the history course - The examiners are looking for historical
information about a person who lived long ago. - This must be written like an essay
- You need about 8-10 historical points in each
essay - Give examples of past questions with hints.
67Accounts People in history
- 2005 A named leader involved in a revolution
(America, France or Ireland) during the period,
1770 1815. -
- A named revolutionary leader in America during
the Age of Revolutions, 1770 1815. - Hints 1) Reasons for discontent, 2) Aims of the
revolution, 3) battles fought, 4) results of the
revolution
68Home Rule Crisis 1912 - 1914
- Paddy joined the IV and William joined the UVF.
- In pairs, interview each other about your reasons
for joining the movement and what you are willing
to do to defend your cause. - Students must use the key vocabulary
69Follow up activity
- Role Play
- Prepare a speech / letter
70Home Rule Crisis 1912-14 Match the terms in
column A with their meanings in column B
71Imagine you are a Reporter. Write Newspaper
headlines for the Rising.
72Quiz Who are the following people?
73Quiz
Explain what the following abbreviations stand
for
74Quiz Say whether the following statements are
true of false
75Match each of the following persons (1) (6)
with the event (a) (f) associated with that
person.
76Social Change Question 6
- Past questions, the main focus was on changes in
each category. - 2008 question also asked about impact.
- Write about the impact on Irish life of the
changes in communications since 1960. (12)
77Timeline for Social Change
1900
1910
1930
1960
1980
1990
1950
1920
1970
1940
- Topics
- Women
- Transport
- Communication
- Urban Life
- Rural Life
- Leisure and entertainment
78Methodologies
- Record an interview with an old person.
- Ask them questions using the main topics eg
leisure, communication - Focus on the changes they made to their lives.
- Show clips in class with worksheet to focus
attention on changes and impact. - Homework Interview an old person
79Timeline for women
1900
1910
1930
1960
1980
1990
1950
1920
1970
1940
80Women
- Match pictures of famous women with their
achievement. - Then match them to the timeline.
81- Discuss with students about what life was like
for women during the other decades. - Place this information on the timeline
- Homework Using the vocabulary for change, write
about the changes in womens lives
Change restyle transform
Convert novelty variety
Substitute difference shift
82Trips
- Jewish Museum ¾ Walworth Rd, off Victoria Street,
South Circular Rd, D8 - Collins Barracks Exhibition 1916 Rising
- Kilmainham Jail
- Walking Tours