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Forbairt
Foghlaim
Fís
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History and
Transition Year
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Helen Sheil
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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
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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
Transition Year – helpful sites
• http://www.pdst.ie/TY/curriculum
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• Guidelines on developing Transition Units:
http://www.ncca.ie/uploadedfiles/Senior%
20cycle%20review/TU_info_art.pdf
• http://www.pdst.ie/sc/history
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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’s 33 Revolutions Per
Minute analyse well-known protest songs.
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Song: Skibbereen
• Sinéad O’Connor sings
Skibbereen on the Long
Journey Home CD
• Also available at
https://www.youtube.com/
watch?v=6VWPzsPqcHQ
Suggestions for Skibbereen
(or any song)
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•
•
•
•
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/1194
1/page/281538
• Encourage students to find and use other related
primary and secondary sources
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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/aniconic-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?ac
tion=1&t=1&islist=false&id=129025516&m=129034
322
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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?
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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.
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Photographs – suggested activities
• Teach students where to locate photographs of
historical interest.
• NLI digital archive at http://www.nli.ie/digitalphotographs.aspx
• County library collections, e.g.,
http://foto.clarelibrary.ie/fotoweb/
http://www.corkpastandpresent.ie/mapsimages/c
orkphotographs/
• International collections, e.g.,
http://www.gettyimages.ie/editorialimages/archiv
al# http://life.time.com/history/
• Conducting searches using Google-Images
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Handover of Custume Barracks, Athlone, 1922
Photographs – suggested activities
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• 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.
Photographs – suggested activities
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• 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
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Close analysis of a photograph
Observe-analyse-interpret (p.38)