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History and Transition Year

History and Transition Year. Helen Sheil. Forming units of work for Transition Year History. Broad educational experience DES: clear distinction between TY and LC programmes

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History and Transition Year

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  1. History and Transition Year Helen Sheil

  2. Forming units of work for Transition Year History • Broad educational experience • DES: clear distinction between TY and LC programmes • However, SKILLS developed in TY (e.g. critical thinking skills, or identifying and using a wide range of sources) can be very useful for LC History

  3. Forming units of work for Transition Year History • Promotion of activity-based learning, research skills and self-directed learning • Opportunity for students to use and develop digital media and IT skills • The emphasis is on the process of learning rather than the content • Opportunity to incorporate appropriate literacy and numeracy tasks • Varied forms of assessment

  4. Transition Year – helpful sites • http://www.pdst.ie/TY/curriculum • Guidelines on developing Transition Units: http://www.ncca.ie/uploadedfiles/Senior%20cycle%20review/TU_info_art.pdf • http://www.pdst.ie/sc/history

  5. Using songs in TY History • Many students and teachers have a strong interest in music – can be used as a springboard into worthwhile historical study • Students can be encouraged to ask parents/ grandparents to suggest songs that dealt with current affairs in their youth • YouTube is a rich source of material • Books such as Dorian Lynskey’s33 Revolutions Per Minute analyse well-known protest songs.

  6. Song: Skibbereen • Sinéad O’Connor sings Skibbereen on the Long Journey Home CD • Also available at https://www.youtube.com/watch?v=6VWPzsPqcHQ

  7. Suggestions for Skibbereen (or any song) • Listen to the song (aural literacy) • Comprehension Q&A (teacher/student?) • Fact or fiction? Songs as sources? • Research the context of the song, and use it as a starting point for work on themes such as the Famine, emigration, the emigrant experience in America, local history… • Link to other sources such as the Skibbereen evidence given to The Devon Commission: http://www.dippam.ac.uk/eppi/documents/11941/page/281538 • Encourage students to find and use other related primary and secondary sources

  8. Strange Fruit • Billie Holiday sings Strange Fruit at http://www.youtube.com/watch?v=h4ZyuULy9zs • Link the song to the famous photograph of the lynching of Thomas Shipp and Abram Smith, available at http://abhmuseum.org/2012/01/an-iconic-lynching-in-the-north/ • Interesting 13-min NPR broadcast about the lynching and the song available at http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=129025516&m=129034322

  9. Songs • What songs would you use? • Are there contemporary protest songs? • Ask your students to suggest songs from the past and/or present. • Why is music so powerful? • How did dictators such as Hitler and Stalin use/abuse music?

  10. Photographs and TY History • TY offers time to explore the use of photographs as historic sources. • Analysing photographs is a way of developing students’ visual literacy. • Students can create photographic sources. • Using photographs provides opportunities for out-of-school activities, cross-curricular links and research skills development.

  11. Photographs – suggested activities • Teach students where to locate photographs of historical interest. • NLI digital archive at http://www.nli.ie/digital-photographs.aspx • County library collections, e.g., http://foto.clarelibrary.ie/fotoweb/http://www.corkpastandpresent.ie/mapsimages/corkphotographs/ • International collections, e.g., http://www.gettyimages.ie/editorialimages/archival#http://life.time.com/history/ • Conducting searches using Google-Images

  12. Handover of Custume Barracks, Athlone, 1922

  13. Photographs – suggested activities • Get students to research old photographs of their own areas/families • Can they re-take a similar scene or family group? Explain the similarities/differences.

  14. Photographs – suggested activities • True/false worksheet on the value of photographs as historic sources (p. 37) • Explore some of these points in more detail, e.g. investigate historic fakes

  15. Close analysis of a photographObserve-analyse-interpret (p.38)

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