Year 10 History

1. Meeting the Statutory Requirements at KS3 Year 10 History

2. 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.

4. The Statutory Requirements for Year 10 Investigate the impact of significant events and ideas of the 20th century on our way of life and culture Key Element Cultural Understanding Suggested contexts Role of women/technological advances/ international terrorism/transport/medicine/arts

5. 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.

6. Introduction The Twentieth Century an Age of What ?

7. 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? Place your significant event in context.

8. A Rollercoaster Ride • Highs? Place your significant event in context. Lows?

9. 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)

10. 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

11. Investigate the impact of a significant event Human rights issues Lessons learned for any society Remembrance Ethical Awareness Bystander/victim/perpetrator rescuer Cross Curricular Skills Using Communication Talking and Listening task Voices of /Voices for/Voices Against Using ICT; Designing and exchanging with another school digital forms of Holocaust memorials. Individuals who have Made a moral stand. Oscar Schindler People of the Chambon In France The Holocaust A curriculum rich topic This is our focus today How history has been selectively interpreted to create Stereotypical perceptions and to justify views and actions Nazi propaganda against the Jews led to anti Jewish laws followed by Concentration camps/ ghettos /death camps and Final Solution

12. Activity 1 Define the Holocaust Graffiti Board and KWL grid

17. What was the Holocaust? Timeline gives the context Pictures put faces to statistics WHO? WHEN? Photos give details WHAT? WHERE? HOW? Maps give the scale and scope Historical evidence describes the steps

18. Activity 2 How did the Holocaust happen?

19. Steps to Genocide What do the arrows show? Creating the Enemy Can you explain how each step is linked? ¼ million gypsies 5 million Non Jews Control 11 MILLION DEAD Jehovah witnesses Homosexuals Political enemies Separation 6 MILLION Jews The Final Solution

20. Step 1 Creating the Enemy Look at the sources. How does each source portray Jewish people ?

21. 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

22. The Language Bag Circle the words which the best describe how the source portrays the Jewish man untrustworthy threatening dangerous ugly crafty dirty wonderful happy devious ordinary mean

23. Creating the Enemy : How? Us and They Dehumanise Labelling

24. Led to Stereotyping and discrimination All Jews wear yellow stars to distinguish them from us 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 are kidnappers of children

25. Planning across the Key Stage Citizenship Citizenship

26. 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….

28. A Rollercoaster Ride • Highs? Place partition in the context of the Twentieth Century Lows?

29. The Partition of Ireland

30. 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.

31. Set partition in its historical context Human timeline to get accurate Chronological ordering and helps to make partition relevant to the pupils lives today Living graphs can help set up highs and lows/ change and continuity across and within the period Timeline Activities Washing Lines can help set up the big themes for example conflict versus co-operation Fortune Lines To show empathetic understanding of different perspectives (Comic Life)

32. The Big Picture of Partition Starting point – what is partition and what do you know already about it? Extend with a KWL grid. Use Ever Heard the Word grid.

33. Activity 4 • 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?

34. Theme 1 Britain’s attempts to keep her rule in Ireland. Taking complete Control 1500s-1600s Plantation (rebellion and massacres) 1600s Confiscation of lands 1640s-1700s Putting down revolts 1798 – 1860s Union 1801 Abolition of Irish Parliament Partition 1921 Northern Ireland 1921-1972 Independence for Republic of Ireland 1948 Direct Rule 1972- 1998 1998 Good Friday Agreement Sets up Northern Ireland Assembly

35. 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 Unionists determination to stay under British rule and resist Home Rule Methods of opposition: Formation of the UVF Larne gun-running Use clusters to scaffold answers

36. Pulling it together : A Causal Chain Unionist determination to stay part of British Empire Britain’s Determination not to end her rule in Ireland Trigger War of Independence Short term Causes Long Term Causes What did Britain do PARTITION Nationalist Determination To leave British Empire Thinking Problem Solving….p.30

37. Build a causal language wall to help pupils frame their responses led to resulted in affected explains why This is because caused

38. Last stop The trigger event that led to partition was ….. This was because ……. Explain why Ireland was partitionedusing a road map 4.Fourth Stop The fourth cause of partition is …….. Explain how this caused partition 5. Fifth Stop The final cause of partition is …….. Explain how this caused partition 3.Third Stop Another cause of partition is …….. Explain how this caused partition 2.Second Stop One if the causes of partition is …….. Explain how this caused partition 1 . First Stop Your opening statement What partition is and when it happened

39. 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 .

40. Short term consequences Split in the country Death of Michael Collins Violence Free State Civil war 1922-1923 Destruction and deaths Partition 1921 IRA determined to end partition Formation of B Specials 1922 Sectarian Riots 1922 Special Powers Act 1922 Violence in North

41. The Consequences of Partition Other side wanted to end partition One side wanted to keep partition Divided Ireland Troubles

42. Consequence 1 Conflict with the Nationalist minority Political response to Nationalism Keep partition Unionist Dominated government Social and economic?? Conflict with the IRA and others Managing Information p.20 Wool-web activity/collage

43. Consequence 2 Actions of Free State Hostility Of Unionist government Actions to change partition End partition Role of the IRA and others

44. Thematic Approach France USA The British Army and the UDR NICRA Hunger Strikes Peace Initiatives Internment Attempts to find a solution Prisons Incidents Relations with the Republic Policing The Bombing Campaign Stormont Assembly

45. Consequences of Partition Basic Consequence wheel Impact today Long term Short term term long Managing Information p.20

46. Washing Line- Line of Interpretation Conflict Co-operation

47. Constructing walls Similar to Diamond 9 What led to Nationalist anger against the Unionist government? Discrimination- housing and jobs Most important factors along the bottom Roots and Fruits Demolishing walls What steps were taken towards a peaceful solution?

48. 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.

49. 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 hindered helped partition

50. Silent conversation/ Collaboration across departments/Use of Ulster Museum Art Music Poetry