Junior Certificate History Draft syllabus for consultation April 2008
Contents Introduction.... 1 Aims of the syllabus......................... 2 Objectives of the syllabus... 2 Syllabus overview... 3 Differentiation............................. 4 Assessment................................ 4 Topics and learning outcomes.... 6 Section 1: How we find out about the past........ 7 Section 2: Studies of change................... 9 Section 3: Understanding the modern world... 11 Statement of links... 14
History Introduction History is the study of the experience of human life in the past. That study is based on available evidence which the historian interprets so that we may develop our understanding of those who have gone before us and, thereby, gain a greater understanding of ourselves and the times in which we live. It also helps us to see how human institutions change over time and how people interact with circumstances to bring about change. Living in a changing world themselves, it helps to give students a unique perspective on human experience of change. The Junior Certificate History syllabus has been designed to allow students at all levels of ability to develop their understanding of these fundamental aspects of history. It introduces students to the work of the historian and to the sources and procedures that historians use to find out about the past. It provides young people with a wide tapestry of past events, issues, people and ways of life through which they can be enabled to see patterns of change and to explore the causes and consequences of that change. Through its focus on key developments in human history not least, its coverage of the twentieth century it helps students to identify and develop understanding of the roots of the contemporary world. While the subject matter of the syllabus spans a wide range of periods (from pre-history to the contemporary world), the approach is selective and thematic within a chronological framework. This approach allows for special in-depth studies as well as the general study. The syllabus is also developmental in nature, moving from the simple and the concrete to the more complex and abstract. It is presented in three sections which reflect this progression. The subject matter of the syllabus is also varied in the different aspects of life that it explores cultural, economic, political, social and technological. Complementing the variety of subject matter, the syllabus encourages a variety of approaches to the teaching of history, such as, use of different types of historical sources, field trips, biographical studies and comparative studies. Within many of the topics that make up the syllabus, a significant element of choice is allowed so that individual teachers may choose those areas most suitable to their cohort of students. A substantial part of the syllabus deals with Irish history, since an awareness of one s own historical inheritance is fundamental to the formation of an historical understanding. History is recognised as an essential medium for the transmission of a cultural inheritance. It also has a key role to play in preparing students for an informed and participative citizenship. The study of Irish history is presented as an integral part of the wider themes of the syllabus. Rationale The syllabus reinforces and builds on the knowledge, understanding, attitudes and skills acquired through the study of history at primary level. It extends and deepens the range and quality of the young person s educational experience of historical study and, thus, prepares them for the requirements of further programmes of study, of employment and of life outside full-time education. As an integral element in a broad, well-balanced, general education it helps young people to develop a tolerance and respect for the values, belief and traditions of others, and to prepare themselves for the responsibilities of citizenship in a national, European and global context. The syllabus provides students with the opportunity to achieve many of the intended outcomes of junior cycle education, including knowledge and appreciation of their social and 1
cultural heritage, understanding and appreciation of some of the central concepts of citizenship, understanding and appreciation of the value of thinking and learning, competence in literacy, experience in many domains of activity. The syllabus also has a strong practical dimension and the skills it fosters are of fundamental importance to life and work in today s world. In developing research skills and the ability to think critically, students are acquiring transferable skills that will help them to meet many of the challenges of the modern world with its accelerating growth in the use of information and communication technologies. The enhancement of students ability to locate, evaluate and communicate a body of evidence is a key contribution of history to the Junior Cycle students preparation for life, work and further education. Aims of the syllabus Junior Certificate History aims to provide opportunities for students to investigate how the interaction of individuals, groups, and institutions creates human history and shapes the world of succeeding generations develop in students the knowledge, understanding, concepts, skills and values that are fundamental to the study of history foster in students an interest in the work of the historian and an enjoyment of the study of human activity in the past provide students with a historical perspective that improves their understanding of the contemporary world encourage a recognition that historical narratives must be based on evidence, that evidence may be open to more than one interpretation, and promote a commitment to the pursuit of objectivity and fair-mindedness. Objectives of the syllabus The objectives of Junior Certificate History are to investigate the concept of historical evidence and the different types of sources of evidence develop students ability to interrogate and evaluate a range of historical sources enable students to distinguish between fact and opinion, detect bias and identify propaganda explore the principal trends, issues and events in the historical topics studied examine the concept of change and some of the important types of historical change enable students to carry out some basic historical research at a level appropriate to their age and abilities and communicate their research findings in a variety of ways. 2
Syllabus overview Section 1 Section 2 Section 3 How we find out about the past Studies of change Understanding the modern world General introduction to the job of the historian and the methods s/he uses which will inform the rest of the course. Study, based on archaeological evidence, of pre-christian and early Christian Ireland and one ancient civilisation under these headings: houses, food, family life, work, art, crafts, tools and burial customs. Study, based on buildings, settlements and other material sources, of medieval society, specifically: city, manor, castle, monastery and parish. Study, based on visual sources and biography, of Renaissance art, architecture, printing and learning in various countries across Europe. General introduction to the job of the historian and the methods s/he uses which will inform the rest of the course. Change in European view of the world (15th/16th c.): Exploration by sea causes and consequences. Religious change (16th c.): Activities of reformers causes and consequences. Changes in land ownership in Ireland (16th/17th c.): Ulster and Munster Plantations causes and consequences. Political change (late 18th /early 19th c.): Revolutionary movements in Ireland causes and consequences. Social change (19th c.): Industrial England and rural Ireland contrasting living and working conditions in the first half of the 19th century. The Great Famine is the area of special study. General introduction to the job of the historian and the methods s/he uses which will inform the rest of the course. Studies of political developments in Ireland in the 20th century which helped to shape contemporary Ireland. Analysis of social change in Ireland from c.1900 to 2000. Studies of international history in the 20th century; sources of conflict and strategies to resolve conflict. 3
Differentiation Students learn at different rates and in different ways. Differentiation in teaching and learning and in the related assessment arrangements is essential in order to meet the needs of all students. In junior cycle syllabuses, differentiation is primarily addressed in three areas: the content and learning outcomes of the syllabus; the process of teaching and learning; the assessment arrangements associated with examinations. For exceptionally able students, differentiation may mean extending and/or enriching some of the topics or learning outcomes. This should supplement, but not replace the core of work being undertaken. For students with general learning difficulties, this may mean teaching at a different pace, having varied teaching methodologies or having a variety of ways of assessing students. By involving students in planning their own learning, and by establishing classroom routines that encourage students to act as independent learners, teachers can provide many opportunities for differentiated learning. In this way, the learning outcomes in the syllabus can be achieved to different extents by individual students in the same class. The demand on each student can vary depending on the level of understanding that the student brings to the situation. In some cases learning outcomes are made more demanding by involving more factors and building on more extensive background knowledge. The extent to which a learning outcome is achieved will depend on the level at which the student engages with it. Each syllabus provides opportunities for students to learn in ways that most directly meet their needs, interests, and learning styles. As a result, a wide range of teaching and learning activities is appropriate. Schools have a responsibility to provide a broad, balanced and appropriate curriculum for all students. There is a range of materials available to support schools in meeting this responsibility. These include further information on extending and enriching the curriculum for exceptionally able students, as well as guidelines for teachers of students with general learning disabilities. Differentiation at the point of assessment is described more fully in the next section. Assessment General principles Assessment in education involves gathering, interpreting and using information about the processes and outcomes of learning. It takes different forms and can be used in a variety of ways, such as to test and certify achievement, to determine the appropriate route for students to take through a differentiated curriculum or to identify specific areas of difficulty (or strength) for a given student. While different techniques may be employed for formative, diagnostic and certification purposes, assessment of any kind should improve learning by exerting a positive influence on the curriculum at all levels. It must, therefore, reflect the full range of curriculum goals. Assessment should be used as a continuous part of the teaching-learning process and involve learners, wherever possible, as well as teachers, in identifying next steps. In this context, the most valuable assessment takes place at the site of learning. Assessment should also provide an effective basis for communication with parents in a way that helps them to support their children s learning. Assessment must be valid, reliable and equitable. These aspects of assessment are particularly relevant for national assessment for certification purposes. Assessment for certification The History syllabus will be assessed at two levels, Ordinary level and Higher level, by means of terminal examination papers. Students will be allocated 1½ hours to complete the Ordinary level paper and those taking the Higher level paper will have 2 hours to complete it. The language on papers at both levels will be simple, clear and unambiguous. Particular care, however, will be 4
taken to ensure that the language at Ordinary level will reflect the reading abilities of the candidates at that level. Within the syllabus, the range of topics to be studied is broadly the same at both levels. At Higher level, a deeper treatment of some syllabus topics is required, as outlined in the extended content and learning outcomes. There is some differentiation of content for Higher and Ordinary levels in Sections 2 and 3 of the syllabus. The examination paper at Ordinary level will only assess learning outcomes for those parts of the syllabus studied by all candidates. The paper at Higher level will assess both those parts of the syllabus studied by all candidates and those parts designated for Higher level only. 5
Topics and learning outcomes Section 1: How we find out about the past Section 2: Studies of change Section 3: Understanding the modern world Learning outcomes designated for Higher level students only, appear in bold in the text. 6
1.1 General study n Section 1: How we find out about the past This section introduces students to the ways in which historians find out about the past. Using the basic concepts of source and evidence, it explores how different types of evidence help us to create a picture of past societies, from the Stone Age to the Renaissance period. A study of the job of the historian Topic 1.1 General study comprises an introduction to historical methods and its learning outcomes should receive attention throughout the section. Section 1: How we find out about the past Topic Description of topic Learning outcomes Students should be able to -- describe the job of the historian, and be able to distinguish between the work of the historian and the work of the archaeologist -- demonstrate competence in basic research and communication skills General introduction to historical methods Exploration of different types of sources and evidence -- recognise that the study and writing of history involves the interpretation of evidence -- identify different types of historical sources such as written sources, visual sources, artefacts, buildings and other material sources, oral sources 1.2 Our roots in ancient civilisation 1.3 Castle, church and city A study based on archaeological evidence of --houses, food and family life -- work, art, crafts, tools --burial customs in pre-christian and early Christian Ireland and in ONE ancient civilisation outside of Ireland A study based on buildings, settlements and other material sources of --medieval society --the medieval city and manor --the medieval castle --the medieval monastery and parish Local, national and European examples can be used as appropriate (Medieval may be defined as dating from the 12th century approximately, until the 15th century) 7 -- distinguish between a primary source and a secondary source -- select relevant points of evidence to answer historical questions -- describe the specified aspects of life in Pre-Christian and Early Christian Ireland and in one ancient civilisation (outside of Ireland) as revealed to us by archaeological evidence (The specified aspects are: houses, food and family life; work, art, crafts, tools; burial customs) -- describe the specified aspects of life in medieval times as revealed to us by surviving buildings and other material sources. (The specified aspects are: Medieval society; the medieval city and manor; the medieval castle; the medieval monastery and parish)
Section Section 1: How 1: we Job find of the out historian about the past Topic Description of topic Learning outcomes 1.4 Renaissance A study based on visual sources and biography of --art -- architecture --printing and learning in various countries across Europe Students should be be able able to to -- recognise and describe the main features of Renaissance art, architecture, printing and learning 8
Section 2: Studies of change This section explores different kinds of historical change. Using the concepts of cause and consequence, it examines with the help of appropriate documentary sources a series of historical phenomena between the 15th and mid- 19th centuries, from the Portuguese and Spanish voyages of exploration to the Industrial Revolution. The learning outcomes contained in Topic 2.1 General study, should be seen as permeating the study of all of the topics in the section. Students studying this syllabus at Ordinary level may concentrate on the Special studies. Section 2: Studies of change Topic Description of topic Learning outcomes Students should be able to 2.1 General study A study of the job of the historian -- demonstrate research skills in their understanding and communication of history General introduction to historical methods -- show understanding of key concepts that they will encounter in their study of this section: change, comparison and contrast, cause and consequence, conflict, power, technology, revolution -- show understanding of the concepts of propaganda, bias and objectivity Exploration of different types of sources and evidence -- show understanding of the nature and use of historical sources 2.2 Exploration Special study 2.3 Reformation Changes in European views of the world: --why people wanted new sea routes --what made the voyages possible --the main consequences of the voyages An account of one voyage of exploration A study of religious change: --why the Reformation occurred --how different people went about reform: Luther, Calvin, Henry VIII, Ignatius Loyola --the main consequences of the Reformation -- identify historical evidence from a variety of sources -- select relevant points of evidence to answer historical questions -- identify the main causes and consequences of voyages of exploration in the 15th and 16th centuries -- give an account of one voyage of exploration -- identify the main causes and consequences of the Reformation in the 16th century -- describe how the following people went about reform: Luther, Calvin, Henry VIII, Ignatius Loyola 9
Section 2: Studies of change Topic Description of topic Learning outcomes Students should be able to 2.3 Reformation contd. Special study 2.4 Plantation in Ireland Changes in land ownership Special study 2.5 Revolutionary movements A study of political change Special study 2.6 Industrial England and rural Ireland A study of social change Special study Life of one of the named reformers and the effect he had Munster and Ulster Plantations under the following headings: --why the land changed hands --how the land changed hands --main consequences, immediate and long-term, of the changes in ownership One of the named plantations Sources of discontent in late 18th century Ireland. The influence of revolutionary movements in America and France on Ireland in the late 18th and early 19th centuries. The activities and impact of the Irish revolutionary movements A study of the life of one revolutionary in Ireland in the late 18th and/or early 19th centuries Living and working conditions in industrial England in the first half of the 19th century Living and working conditions in rural Ireland in the first half of the 19th century The Great Famine and its impact up to 1850 -- give an account of the life of one of the named reformers and the effect he had -- -- identify the main causes, features and consequences of plantation policies in Ireland in the 16th and early 17th centuries, with reference to the Munster and Ulster Plantations -- give an account of one of the named plantations in Ireland (either the Munster Plantation or the Ulster Plantation) -- identify the main causes, features and consequences of revolutionary activity in Ireland during the late 18th century -- give an account of the life of one revolutionary in Ireland in the late 18th and/or early 19th centuries -- describe the contrasting living and working conditions in industrial England and rural Ireland in the first half of the 19th century -- give an account of the Great Famine and its impact up to 1850 10
Section 3: Understanding the modern world This section explores developments in Irish politics and society and in international relations that have helped to shape the country and the world in which we live. It combines the study of selected, significant developments with the analysis of change and the study of conflict and conflict resolution. The learning outcomes contained in Topic 3.1 General study, should be seen as permeating the study of all of the topics in the section. Students studying this syllabus at Ordinary Level will study 3.4 International history in the 20th century, and one of the other two topics i.e. either 3.2 Political developments in Ireland, or 3.3 Social change in the 20th century. In studying 3.4 International history in the 20th century, Ordinary level students should focus on either A or B. Section 3: Understanding the modern world Topic Description of topic Learning outcomes Students should be able to 3.1 General study A study of the job of the historian -- demonstrate research skills in their understanding and communication of history General introduction to historical methods -- show understanding of the concepts of propaganda, bias and objectivity show understanding of how the contemporary world has been shaped by the interaction of people and events in the past -- show understanding of chronology Exploration of different types of sources and evidence -- identify historical evidence from a variety of sources -- select relevant points of evidence to answer historical questions 11
Topic Description of topic Learning outcomes 3.2 Political developments in Ireland in the 20th century Section 3: Understanding the modern world A study of some of the main political developments which influenced contemporary Ireland under the following headings: Students should be be able able to to -- outline the significant political developments in Ireland between 1912-1945 that are specified in the description of topic A. 1912-1945 B. Post-1945 Ireland in the UN and EEC or Political developments in Northern Ireland or Politics and social issues 3.3 Social change in 20th century Ireland --Home Rule crisis, 1912-1914 --1916 Rising --independence struggle, 1919-1921 -- Treaty and Civil War, 1921-1923 --political evolution of the two states, 1922-1932 --dismantling the Treaty, 1932-1938 --World War II, North and South, 1939-1945 --Ireland s peacekeeping missions in the Congo and Cyprus --Ireland and the EEC, 1973-1985 or --rise of the civil rights movement --political violence and attempts at political resolution, 1969-1974 or --politics and health issues, 1948-1951 --politics and developments in education, 1966-1970 Changing life-styles in Ireland from c.1900 to 2000. A study of changes in the local area or a national study under the following headings: --role of women --work and leisure --urban and rural life --transport and communications -- describe those aspects of Ireland s international involvement in the UN and the EEC that are specified in the description of topic -- describe those aspects of political developments in Northern Ireland that are specified in the description of topic -- describe those aspects of the interaction of politics and social issues in twentieth century Ireland that are specified in the description of topic -- identify the main causes and consequences of social change in Ireland, from c. 1900 to 2000, in respect of each of the following: the role of women; work and leisure; urban and rural life; transport and communications -- demonstrate an understanding of key concepts such as home, family, work, leisure and technology -- demonstrate the use of oral sources in social history 12
Section 1: Job of the historian Topic Description of topic Learning outcomes 3.4 International history in the 20th century A. Peace and war in Europe The origins of conflict and strategies to resolve conflict: --peace settlement and the League of Nations --Fascist states in Italy and Germany --drift to war, 1933-1939 --World War II in Europe Students should be able to -- explain the main causes of international conflict in Europe between 1919 and 1945, and the main strategies to resolve conflict during that period, with specific reference to the factors specified in the description of topic B. 1945-1990 s Cold War or Moves towards European unity or African and Asian nationalism --Berlin Blockade -- Korean War --Cuban Crisis or --Treaty of Rome --Growth of the European Union --Maastricht Treaty or --Colonial background --Independence Movement (of the country chosen) --Post-Colonial Experience -- identify the main causes of international conflict between the Superpowers during the period 1945 to the 1990s and the main strategies to resolve conflict during that period with specific reference to the factors specified in the description of topic -- identify the main causes and consequences of the moves towards European unity between 1945 and the 1990s with specific reference to the factors specified in the description of topic -- identify the main causes and consequences of an independence struggle in either Africa or Asia between 1945 and the 1990s with specific reference to the stages identified in the description of topic 13
Statement of links Junior cycle education seeks to reinforce and further develop in the learner the knowledge, understanding, attitudes, and skills acquired at primary level. It should also extend and deepen the range and quality of the learner s educational experience by creating connections both within the junior cycle programme itself, and with the senior cycle. This syllabus reflects these aspirations by including a statement describing some of the points of connection between these components of the young person s educational experience. This should inform the teacher s planning in that it describes how the study of Junior Certificate History builds on the learning at primary level supports the different areas of experience that comprise the wider educational context at junior cycle links with other junior cycle subjects supports progression to senior cycle. Progression from the Primary School Curriculum History is an integral part of Social, Environmental and Scientific Education in the Primary School Curriculum. Many of the key emphases in the Primary School Curriculum are repeated and reinforced in the Junior Certificate History syllabus. The following are some examples of how Junior Certificate history builds on the Primary School Curriculum: There is an emphasis in the Primary School Curriculum on working as an historian by engaging with historical evidence and learning to communicate one s interpretation of that evidence. The Junior Certificate History syllabus in its opening section focuses on How we find out about the past, and, throughout the syllabus, there is a concentration on the concept of evidence and the development of skills in the interrogation and evaluation of evidence. The syllabus also involves the development of research skills and the ability to communicate research findings. The Primary School Curriculum places an emphasis on the everyday lives of ordinary people. While the roles of significant historical personalities are also investigated, the Junior Certificate History syllabus continues the investigation of everyday life across the span of human history with a focus in each section on some aspects of social/societal change, from the Stone Age to the twentieth century. The Primary School Curriculum aims to develop understanding of the concept of change. This concept permeates the Junior Certificate History syllabus, not least Section 2 entitled Studies of change, which examines different types of historical change through a series of patch studies within a chronological framework. 14
Connections to the junior cycle areas of experience The curriculum at junior cycle is made up of eight areas of experience. These are Language, literature and communication Mathematical studies and applications Science and technology Social, political and environmental education Arts education Physical education Religious and moral education Guidance, counselling and pastoral care. A combination of experiences across these areas contributes to the holistic development of the learner and supports the integration of learning. History makes a particular contribution to the following areas of experience in junior cycle: Language, literature and communication The development of cultural awareness is dependent upon an historical perspective. Science and technology In examining some major scientific and technological developments, students learn valuable lessons about the capacity of humankind to adapt to changing circumstances and to extend the range of human possibilities. Social, political and environmental education Students learn about the social, political and cultural forces that have shaped the world in which they live. Arts education In examining the art and crafts of people of the past during selected periods, the student s perceptual sense is sharpened and aesthetic development promoted. Religious and moral education The syllabus provides the opportunity to examine how previous generations have engaged with questions of meaning, purpose and value. 15
Links with other junior cycle subjects The work undertaken by students of Junior Certificate History has relevance beyond the history classroom. The following are just some of the links that History has with other subjects in the Junior Certificate curriculum: As with History, Junior Certificate Geography also aims to develop students research skills. The same map may be studied from a geographer s or an historian s perspective and evidence of human settlement is examined in both classrooms. The study of art and architecture in ancient, medieval and Renaissance societies provides a valuable historical context for students of Junior Certificate Art, Craft, Design. The communication skills fostered in the history classroom complement and reinforce the development of the various forms of written discourse in Junior Certificate English. The knowledge, understanding, and sense of historical perspective acquired in the history classroom provide an essential backdrop to the study of civic, social and political institutions in Civic, Social and Political Education (CSPE). Progression to senior cycle The study of Junior Certificate History should equip the student for the more rigorous demands of the curriculum at Leaving Certificate level. Those choosing to study history at Leaving Certificate level will encounter a range of familiar concepts, such as evidence, interpretation, and research, and will further develop their understanding and their abilities. The study of other Leaving Certificate subjects will also be enhanced by the study of Junior Certificate History. This is especially the case in the area of the humanities, where the focus is on human actions and human culture and where the application of an historical perspective adds an important dimension to the student understands. The development of research skills will assist students in meeting the general demands of the Leaving Certificate programmes with their focus on independent learning and critical thinking. 16
NCCA 2008 National Council for Curriculum and Assessment 24 Merrion Square, Dublin 2 T +353 1 661 7177 F +353 1 661 7180 info@ncca.ie www.ncca.ie