The document provides background information on the origins and early history of the Gaelic Athletic Association (GAA) in Ireland from 1884 to 1891. It discusses how the GAA was founded to promote Irish nationalism through traditional Gaelic games like hurling and Gaelic football, as an alternative to British sports. The GAA gained support from nationalist leaders but also had links to more militant nationalist groups like the Irish Republican Brotherhood. It struggled with internal political divisions between moderate and more radical nationalists, and faced scrutiny and opposition from the British authorities. The GAA worked to codify and promote hurling and football as organized modern sports integral to Irish identity and independence.
This document provides an introduction to a case study on the 1885-1886 elections in Ireland and the rise of the Home Rule movement. It summarizes that the 1885 election saw Charles Parnell's Irish Parliamentary Party sweep to victory, winning 86 seats, bolstered by support from the Catholic Church. This victory convinced William Gladstone to support Home Rule. However, the introduction of a Home Rule bill in 1886 split the Liberal Party, with Joseph Chamberlain leading Liberal Unionists who opposed Home Rule. The bill was narrowly defeated. The document provides biographical notes on the key figures involved and outlines the documents included in the case study to illustrate the arguments for and against Home Rule during this pivotal period.
This document provides an introduction and overview of the 1913 Dublin Lockout, a major industrial dispute between employers and trade unions that had wide-ranging political and social impacts. It summarizes that the lockout took place against a backdrop of urban poverty in Dublin and was centered around issues of worker rights and union recognition. It describes the main protagonists as Jim Larkin, leader of the Irish Transport and General Workers' Union, and William Martin Murphy, head of Dublin's Employers' Federation, who saw the dispute as a personal battle. The documents that follow in the case study aim to illustrate the perspectives and tactics of both sides as the bitter dispute escalated, involving police violence and leaving thousands of workers without jobs or means of
This document provides teaching materials for a history lesson on Belfast during World War II. It includes an overview of how the war affected Belfast through bombings and increased industry. It also explores how Belfast contributed to the war through shipbuilding, aircraft production, and intelligence gathering. Students are guided through an inquiry-based approach to analyze primary sources and assess the historical significance of Belfast during this time period. Critical thinking skills like sourcing and card sorting activities are suggested to help students better understand the topic.
The Eucharistic Congress of 1932 took place in a context where the Catholic Church had significant influence in the Irish Free State. Politically and socially, Catholic values were strongly reflected in laws and institutions of the new state. Popular devotion to Catholicism was widespread through organizations and pilgrimages. The Congress highlighted Ireland's identity as a predominantly Catholic country ten years after independence and civil war.
The document discusses the historical significance of the Eucharistic Congress held in Dublin, Ireland in 1932. It provides contextual information about Catholic identity and the influence of the Catholic Church in Ireland in the 1920s-1930s. The document outlines the purpose and events of the Congress, including preparations, receptions for Cardinal Lauri, masses in Phoenix Park. It discusses exploring the Congress' significance through student exercises focusing on sources and historians' perspectives. The goal is for students to assess how the Congress significantly impacted Irish identity and the Catholic Church's role in the early Irish Free State.
Treaty negotiations booklet final 4 4-12siobhanpdst
The document provides context and background information on the Treaty negotiations that took place between British and Irish representatives from October to December 1921 in London. It includes a timeline of key events leading up to the negotiations, biographical information on the delegates, and definitions of important terms related to the negotiations. The negotiations aimed to resolve the ongoing conflict in Ireland and establish terms for self-government, ultimately resulting in the signing of the Anglo-Irish Treaty on December 6, 1921.
The document provides background information on the origins and early history of the Gaelic Athletic Association (GAA) in Ireland from 1884 to 1891. It discusses how the GAA was founded to promote Irish nationalism through traditional Gaelic games like hurling and Gaelic football, as an alternative to British sports. The GAA gained support from nationalist leaders but also had links to more militant nationalist groups like the Irish Republican Brotherhood. It struggled with internal political divisions between moderate and more radical nationalists, and faced scrutiny and opposition from the British authorities. The GAA worked to codify and promote hurling and football as organized modern sports integral to Irish identity and independence.
This document provides an introduction to a case study on the 1885-1886 elections in Ireland and the rise of the Home Rule movement. It summarizes that the 1885 election saw Charles Parnell's Irish Parliamentary Party sweep to victory, winning 86 seats, bolstered by support from the Catholic Church. This victory convinced William Gladstone to support Home Rule. However, the introduction of a Home Rule bill in 1886 split the Liberal Party, with Joseph Chamberlain leading Liberal Unionists who opposed Home Rule. The bill was narrowly defeated. The document provides biographical notes on the key figures involved and outlines the documents included in the case study to illustrate the arguments for and against Home Rule during this pivotal period.
This document provides an introduction and overview of the 1913 Dublin Lockout, a major industrial dispute between employers and trade unions that had wide-ranging political and social impacts. It summarizes that the lockout took place against a backdrop of urban poverty in Dublin and was centered around issues of worker rights and union recognition. It describes the main protagonists as Jim Larkin, leader of the Irish Transport and General Workers' Union, and William Martin Murphy, head of Dublin's Employers' Federation, who saw the dispute as a personal battle. The documents that follow in the case study aim to illustrate the perspectives and tactics of both sides as the bitter dispute escalated, involving police violence and leaving thousands of workers without jobs or means of
This document provides teaching materials for a history lesson on Belfast during World War II. It includes an overview of how the war affected Belfast through bombings and increased industry. It also explores how Belfast contributed to the war through shipbuilding, aircraft production, and intelligence gathering. Students are guided through an inquiry-based approach to analyze primary sources and assess the historical significance of Belfast during this time period. Critical thinking skills like sourcing and card sorting activities are suggested to help students better understand the topic.
The Eucharistic Congress of 1932 took place in a context where the Catholic Church had significant influence in the Irish Free State. Politically and socially, Catholic values were strongly reflected in laws and institutions of the new state. Popular devotion to Catholicism was widespread through organizations and pilgrimages. The Congress highlighted Ireland's identity as a predominantly Catholic country ten years after independence and civil war.
The document discusses the historical significance of the Eucharistic Congress held in Dublin, Ireland in 1932. It provides contextual information about Catholic identity and the influence of the Catholic Church in Ireland in the 1920s-1930s. The document outlines the purpose and events of the Congress, including preparations, receptions for Cardinal Lauri, masses in Phoenix Park. It discusses exploring the Congress' significance through student exercises focusing on sources and historians' perspectives. The goal is for students to assess how the Congress significantly impacted Irish identity and the Catholic Church's role in the early Irish Free State.
Treaty negotiations booklet final 4 4-12siobhanpdst
The document provides context and background information on the Treaty negotiations that took place between British and Irish representatives from October to December 1921 in London. It includes a timeline of key events leading up to the negotiations, biographical information on the delegates, and definitions of important terms related to the negotiations. The negotiations aimed to resolve the ongoing conflict in Ireland and establish terms for self-government, ultimately resulting in the signing of the Anglo-Irish Treaty on December 6, 1921.
The document provides contextual information about Belfast during World War II. It discusses how Belfast contributed strategically and industrially to the British war effort through shipbuilding, aircraft production, and other industries. However, Belfast was initially ill-prepared for German air raids, which began in April 1941 and caused significant damage, disruption, and loss of life over the course of four major attacks. The raids increased tensions with the London government and led to leadership changes in Northern Ireland. By 1943, Belfast had strengthened its role in the war through naval operations and increased industrial production with support from the United States.
This document provides teaching materials for a history lesson on the Irish Treaty negotiations between October and December 1921. It includes an introduction outlining the aims of an inquiry-focused approach to teaching the topic. The document then outlines a case study approach divided into 4 steps: 1) events between July-October 1921 leading to negotiations, 2) main issues that arose in negotiations, 3) circumstances around signing the agreement, and 4) divisions that emerged in Ireland after. It provides primary sources and historians' perspectives to facilitate student analysis of the key events and issues relating to the Irish Treaty negotiations in 1921.
This document discusses developing critical thinking skills in students through document-based study in history. It outlines key terms and learning outcomes for document-based questions. It emphasizes teaching students to critically analyze primary source documents by considering the type of document, author, context, and purpose. Sample document-based questions are provided on topics from the Irish history syllabus from 2014-2015. Comments from past exams stress the importance of referring to multiple documents and avoiding assumptions about bias. Suggestions are made for developing students' historical literacy through exercises sorting information and using writing frames.
This document provides guidance and sample materials for teaching the documents-based question component of the Leaving Certificate History exam in Ireland. It outlines key concepts like source, evidence, fact and opinion. It describes the format and styles of documents-based questions, which involve comprehension, comparison, criticism and contextualization of source materials. Sample documents and questions are provided as examples related to topics on the GAA and Dublin labour conflicts. The document aims to illustrate the critical thinking skills developed through documents-based study.
The document outlines an in-service training session for Irish history teachers, providing guidance on effective approaches for teaching topics, managing time, and using evidence like oral histories, film, and cartoons. It discusses balancing breadth and depth in topic coverage, provides examples of how to structure topics, and recommends framing lessons around inquiry questions to engage students and focus on important issues.
This document provides information about developing students' critical thinking skills through documents-based study in history. It begins by outlining the purpose and importance of the documents-based question in the Leaving Certificate history exam. It then defines and explains key terms used in the syllabus related to developing critical skills and analyzing historical sources. The document provides examples of questioning techniques students can use to interrogate sources, including asking the 5Ws. It includes sample card sorting exercises where students evaluate snippets of evidence to determine if they support or disagree with a given proposition. The purpose is to get students actively engaging with sources and making evidence-based judgements.
This document provides an overview of key events in Belfast during World War 2, beginning with the city's unpreparedness at the start of the war and lack of civil defense. It describes the initial German air raids on Belfast in 1941 that caused widespread destruction and loss of life, the largest loss from a single raid outside of London. The document outlines the continued blitz on Belfast and massive evacuations from the city due to damage and poor living conditions exposed by the bombings. It concludes with the American presence in Northern Ireland during the war and change in leadership.
This document provides information about teaching key personalities in the revised Leaving Certificate history syllabus in Ireland. It discusses Jean Monnet as a key personality in the topic of division and realignment in Europe from 1945-1992. The document outlines Monnet's role in moves toward European unity after World War 2 and the establishment of the European Economic Community. It suggests teaching strategies like using worksheets to focus on Monnet's influence on relevant elements and concepts like the common market and federal Europe. The document also provides biographical details about Monnet's career and involvement in post-war French economic reconstruction and advocacy for greater European integration.
This document provides background information on Irish artist Evie Hone and TV presenter Gay Byrne. Regarding Evie Hone, it summarizes that she studied art in London and Paris where she was introduced to cubism and modernism. Her paintings were rejected in Ireland but she helped establish the Irish Exhibition of Living Art. She is renowned for her stained glass works. Regarding Gay Byrne, it notes he hosted the influential TV show "The Late Late Show" from 1962-1999, which discussed controversial topics and reflected changes in Irish society, highlighting issues like women's rights and attitudes toward Irish culture. Historians are quoted saying the show expanded public discussion in Ireland on previously taboo topics.
Approaches to teaching history in transition year, october 2013siobhanpdst
This document provides guidance for teaching history in Transition Year. It emphasizes using active learning strategies to develop students' skills like research, critical thinking, and literacy. Specific approaches discussed include using primary sources, songs, photographs, student research projects, and scaffolding writing with internet sources. Sample modules on topics like the Flight of the Earls and Hiroshima are also included to illustrate how these strategies can be applied. Assessment in Transition Year should utilize a variety of formats beyond exams to evaluate students' broader set of skills and experiences.
The document provides teaching resources on using a case study of the 1936 Jarrow March to develop students' critical thinking skills. It includes background information on the march, sources from the time period, discussion questions, and activities. Sections cover the context and causes of the march, what happened during the march, its impact at the time, and its historical significance in highlighting unemployment and poverty in Britain in the 1930s. The resources are designed to guide students through an inquiry-based approach to critically examining the event.
The Nuremberg rallies, final draft, 2 march 2015 (2)siobhanpdst
The document provides background information and teaching resources for exploring the Nuremberg Rallies case study, including an overview of the rallies from 1933-1938, how to structure lessons around an inquiry question, and how the activities link to literacy and numeracy strategies. Glossaries, timelines, sources, and discussion questions are included to help students analyze propaganda techniques and think critically.
Case Study: The Jarrow March, 1936, Resource Bookletsiobhanpdst
This document provides background information on the Jarrow March of October 1936. It includes a contextual overview describing how 200 unemployed men from Jarrow marched to London to petition the government to provide jobs in their town. The march was led by their MP Ellen Wilkinson. The document outlines the economic depression in Britain at the time and the lack of response from Prime Minister Stanley Baldwin. It then provides biographical details of Baldwin and Wilkinson, as well as a glossary of important terms and a timeline of events to help students develop their historical literacy and understanding of this case study.
This document provides teaching materials for exploring the causes behind Stalin's show trials in the 1930s through a case study approach. It includes background information on the trials, sources related to each trial, and guidance for a three-step student inquiry. The inquiry prompts students to analyze factors that prompted the first trial in 1936, the second trial in 1937, and the "Great Purge Trial" of 1938. Sources include commentary, transcripts, and first-hand accounts. Discussion questions, activities and assessments are also included to help students develop critical thinking skills around this event in Russian history.
Stalin held a series of political show trials in Moscow in the late 1930s. The trials publicly accused Stalin's political opponents and others he distrusted of criminal acts and treason. They were forced to confess under pressure. The first trial in 1936 followed the murder of Sergei Kirov, a potential rival to Stalin, and accused others of plotting against Stalin. A second trial in 1937 involved a wide range of accusations against the defendants. The third and final "Great Purge Trial" in 1938 included Bukharin, a former political ally of Stalin, among those accused of numerous crimes who were then executed. The trials were part of Stalin's broader purge of those he saw as threats from within the Communist Party and Soviet government.
The province of Katanga seceded from the newly independent Congo in July 1960 under the leadership of Moise Tshombe, with support from Belgian mining interests. Prime Minister Patrice Lumumba, who opposed the secession, was removed from power in a military coup in September 1960 and transferred to Katanga, where he was murdered in January 1961. Despite diplomatic efforts, the secession continued until UN military intervention defeated Katangese forces in January 1963, formally ending the secession attempt.
The document provides background information on exploring causation with students through an enquiry-focused approach to teaching about race relations in France in the 1980s. It outlines factors that underlay the emergence of race relations as a contentious issue, including increasing immigration to France from the Maghreb region from the 1950s to 1980s, poor social and economic conditions faced by immigrants, and higher impacts of the 1970s recession on immigrant workers. The document also presents potential lines of enquiry and sources for students to analyze these background factors.
The document is about exploring the secession of Katanga province from the Democratic Republic of Congo between 1960-1965 with history students. It provides background information on the case study, including an overview of key events, timelines, maps, and biographies of important figures. Sample discussion questions are provided to help students analyze reasons for Katanga's secession and the ultimate failure of the secession attempt.
This document provides background information on race relations in France in the 1980s. It includes an overview of France's colonial history in the 19th and 20th centuries, how France is governed, its secular tradition, and political developments in the 1980s. Specifically, it notes that France faced economic struggles in the late 1970s/early 1980s which increased unrest. The election of Francois Mitterand in 1981 conceded power to the left for the first time.
This document provides guidance to students on conducting research for the Leaving Certificate History research study. It offers advice on choosing a topic, developing a research plan, finding and evaluating sources, taking notes, and structuring the final report. The document contains examples of worksheets and checklists to help students stay organized during the research process. It emphasizes the importance of having a clear and focused research question, identifying credible sources, and properly citing information from sources in the final report.
Research skills complete booklet 08 nov2011siobhanpdst
This document provides guidance for teachers on developing students' research skills in history classes at junior cycle, transition year, and leaving certificate levels in Ireland. It outlines the research study component of the leaving certificate history syllabus and provides suggestions for teachers on helping students improve their skills at each stage. This includes locating and critically examining sources, developing structured written responses, and preparing for the leaving certificate research study requirements of producing an outline plan, evaluating sources, and extended essay. Sample exemplar materials and marking schemes are also included for reference.
Water comes from rainfall and is treated through processes like settling, filtering, softening, chlorination and fluoridation before being piped into homes. The water supply enters homes through main pipes and service pipes, with the freshest water coming from the cold kitchen tap. Other taps get water from a storage tank, usually in the attic. Hard water can cause issues like limescale but tastes better, and is softened through adding chloride of lime during treatment.
The document provides contextual information about Belfast during World War II. It discusses how Belfast contributed strategically and industrially to the British war effort through shipbuilding, aircraft production, and other industries. However, Belfast was initially ill-prepared for German air raids, which began in April 1941 and caused significant damage, disruption, and loss of life over the course of four major attacks. The raids increased tensions with the London government and led to leadership changes in Northern Ireland. By 1943, Belfast had strengthened its role in the war through naval operations and increased industrial production with support from the United States.
This document provides teaching materials for a history lesson on the Irish Treaty negotiations between October and December 1921. It includes an introduction outlining the aims of an inquiry-focused approach to teaching the topic. The document then outlines a case study approach divided into 4 steps: 1) events between July-October 1921 leading to negotiations, 2) main issues that arose in negotiations, 3) circumstances around signing the agreement, and 4) divisions that emerged in Ireland after. It provides primary sources and historians' perspectives to facilitate student analysis of the key events and issues relating to the Irish Treaty negotiations in 1921.
This document discusses developing critical thinking skills in students through document-based study in history. It outlines key terms and learning outcomes for document-based questions. It emphasizes teaching students to critically analyze primary source documents by considering the type of document, author, context, and purpose. Sample document-based questions are provided on topics from the Irish history syllabus from 2014-2015. Comments from past exams stress the importance of referring to multiple documents and avoiding assumptions about bias. Suggestions are made for developing students' historical literacy through exercises sorting information and using writing frames.
This document provides guidance and sample materials for teaching the documents-based question component of the Leaving Certificate History exam in Ireland. It outlines key concepts like source, evidence, fact and opinion. It describes the format and styles of documents-based questions, which involve comprehension, comparison, criticism and contextualization of source materials. Sample documents and questions are provided as examples related to topics on the GAA and Dublin labour conflicts. The document aims to illustrate the critical thinking skills developed through documents-based study.
The document outlines an in-service training session for Irish history teachers, providing guidance on effective approaches for teaching topics, managing time, and using evidence like oral histories, film, and cartoons. It discusses balancing breadth and depth in topic coverage, provides examples of how to structure topics, and recommends framing lessons around inquiry questions to engage students and focus on important issues.
This document provides information about developing students' critical thinking skills through documents-based study in history. It begins by outlining the purpose and importance of the documents-based question in the Leaving Certificate history exam. It then defines and explains key terms used in the syllabus related to developing critical skills and analyzing historical sources. The document provides examples of questioning techniques students can use to interrogate sources, including asking the 5Ws. It includes sample card sorting exercises where students evaluate snippets of evidence to determine if they support or disagree with a given proposition. The purpose is to get students actively engaging with sources and making evidence-based judgements.
This document provides an overview of key events in Belfast during World War 2, beginning with the city's unpreparedness at the start of the war and lack of civil defense. It describes the initial German air raids on Belfast in 1941 that caused widespread destruction and loss of life, the largest loss from a single raid outside of London. The document outlines the continued blitz on Belfast and massive evacuations from the city due to damage and poor living conditions exposed by the bombings. It concludes with the American presence in Northern Ireland during the war and change in leadership.
This document provides information about teaching key personalities in the revised Leaving Certificate history syllabus in Ireland. It discusses Jean Monnet as a key personality in the topic of division and realignment in Europe from 1945-1992. The document outlines Monnet's role in moves toward European unity after World War 2 and the establishment of the European Economic Community. It suggests teaching strategies like using worksheets to focus on Monnet's influence on relevant elements and concepts like the common market and federal Europe. The document also provides biographical details about Monnet's career and involvement in post-war French economic reconstruction and advocacy for greater European integration.
This document provides background information on Irish artist Evie Hone and TV presenter Gay Byrne. Regarding Evie Hone, it summarizes that she studied art in London and Paris where she was introduced to cubism and modernism. Her paintings were rejected in Ireland but she helped establish the Irish Exhibition of Living Art. She is renowned for her stained glass works. Regarding Gay Byrne, it notes he hosted the influential TV show "The Late Late Show" from 1962-1999, which discussed controversial topics and reflected changes in Irish society, highlighting issues like women's rights and attitudes toward Irish culture. Historians are quoted saying the show expanded public discussion in Ireland on previously taboo topics.
Approaches to teaching history in transition year, october 2013siobhanpdst
This document provides guidance for teaching history in Transition Year. It emphasizes using active learning strategies to develop students' skills like research, critical thinking, and literacy. Specific approaches discussed include using primary sources, songs, photographs, student research projects, and scaffolding writing with internet sources. Sample modules on topics like the Flight of the Earls and Hiroshima are also included to illustrate how these strategies can be applied. Assessment in Transition Year should utilize a variety of formats beyond exams to evaluate students' broader set of skills and experiences.
The document provides teaching resources on using a case study of the 1936 Jarrow March to develop students' critical thinking skills. It includes background information on the march, sources from the time period, discussion questions, and activities. Sections cover the context and causes of the march, what happened during the march, its impact at the time, and its historical significance in highlighting unemployment and poverty in Britain in the 1930s. The resources are designed to guide students through an inquiry-based approach to critically examining the event.
The Nuremberg rallies, final draft, 2 march 2015 (2)siobhanpdst
The document provides background information and teaching resources for exploring the Nuremberg Rallies case study, including an overview of the rallies from 1933-1938, how to structure lessons around an inquiry question, and how the activities link to literacy and numeracy strategies. Glossaries, timelines, sources, and discussion questions are included to help students analyze propaganda techniques and think critically.
Case Study: The Jarrow March, 1936, Resource Bookletsiobhanpdst
This document provides background information on the Jarrow March of October 1936. It includes a contextual overview describing how 200 unemployed men from Jarrow marched to London to petition the government to provide jobs in their town. The march was led by their MP Ellen Wilkinson. The document outlines the economic depression in Britain at the time and the lack of response from Prime Minister Stanley Baldwin. It then provides biographical details of Baldwin and Wilkinson, as well as a glossary of important terms and a timeline of events to help students develop their historical literacy and understanding of this case study.
This document provides teaching materials for exploring the causes behind Stalin's show trials in the 1930s through a case study approach. It includes background information on the trials, sources related to each trial, and guidance for a three-step student inquiry. The inquiry prompts students to analyze factors that prompted the first trial in 1936, the second trial in 1937, and the "Great Purge Trial" of 1938. Sources include commentary, transcripts, and first-hand accounts. Discussion questions, activities and assessments are also included to help students develop critical thinking skills around this event in Russian history.
Stalin held a series of political show trials in Moscow in the late 1930s. The trials publicly accused Stalin's political opponents and others he distrusted of criminal acts and treason. They were forced to confess under pressure. The first trial in 1936 followed the murder of Sergei Kirov, a potential rival to Stalin, and accused others of plotting against Stalin. A second trial in 1937 involved a wide range of accusations against the defendants. The third and final "Great Purge Trial" in 1938 included Bukharin, a former political ally of Stalin, among those accused of numerous crimes who were then executed. The trials were part of Stalin's broader purge of those he saw as threats from within the Communist Party and Soviet government.
The province of Katanga seceded from the newly independent Congo in July 1960 under the leadership of Moise Tshombe, with support from Belgian mining interests. Prime Minister Patrice Lumumba, who opposed the secession, was removed from power in a military coup in September 1960 and transferred to Katanga, where he was murdered in January 1961. Despite diplomatic efforts, the secession continued until UN military intervention defeated Katangese forces in January 1963, formally ending the secession attempt.
The document provides background information on exploring causation with students through an enquiry-focused approach to teaching about race relations in France in the 1980s. It outlines factors that underlay the emergence of race relations as a contentious issue, including increasing immigration to France from the Maghreb region from the 1950s to 1980s, poor social and economic conditions faced by immigrants, and higher impacts of the 1970s recession on immigrant workers. The document also presents potential lines of enquiry and sources for students to analyze these background factors.
The document is about exploring the secession of Katanga province from the Democratic Republic of Congo between 1960-1965 with history students. It provides background information on the case study, including an overview of key events, timelines, maps, and biographies of important figures. Sample discussion questions are provided to help students analyze reasons for Katanga's secession and the ultimate failure of the secession attempt.
This document provides background information on race relations in France in the 1980s. It includes an overview of France's colonial history in the 19th and 20th centuries, how France is governed, its secular tradition, and political developments in the 1980s. Specifically, it notes that France faced economic struggles in the late 1970s/early 1980s which increased unrest. The election of Francois Mitterand in 1981 conceded power to the left for the first time.
This document provides guidance to students on conducting research for the Leaving Certificate History research study. It offers advice on choosing a topic, developing a research plan, finding and evaluating sources, taking notes, and structuring the final report. The document contains examples of worksheets and checklists to help students stay organized during the research process. It emphasizes the importance of having a clear and focused research question, identifying credible sources, and properly citing information from sources in the final report.
Research skills complete booklet 08 nov2011siobhanpdst
This document provides guidance for teachers on developing students' research skills in history classes at junior cycle, transition year, and leaving certificate levels in Ireland. It outlines the research study component of the leaving certificate history syllabus and provides suggestions for teachers on helping students improve their skills at each stage. This includes locating and critically examining sources, developing structured written responses, and preparing for the leaving certificate research study requirements of producing an outline plan, evaluating sources, and extended essay. Sample exemplar materials and marking schemes are also included for reference.
Water comes from rainfall and is treated through processes like settling, filtering, softening, chlorination and fluoridation before being piped into homes. The water supply enters homes through main pipes and service pipes, with the freshest water coming from the cold kitchen tap. Other taps get water from a storage tank, usually in the attic. Hard water can cause issues like limescale but tastes better, and is softened through adding chloride of lime during treatment.
The document discusses the concept of the work triangle. The work triangle refers to the three key elements needed to complete any task: tools, materials, and people. These three elements must be present and work together effectively for a job to be finished successfully.
This document discusses home safety and common accidents that occur in the home. It provides information on preventing accidents such as falls, burns, cuts and poisonings. Safety tips are provided for fire safety, medicine storage, and first aid treatment for minor injuries. The most important aspects of first aid for serious injuries are also outlined, such as calling for help, checking breathing and pulse, and treating for shock. A well-stocked first aid kit is recommended.
This document describes various features that may be included in kitchen appliances such as cookers and ovens, including dual grill/rings that allow using half the cooking area, double ovens with a main oven and top oven, automatic timers to turn ovens on and off, fan ovens that circulate heated air, ceramic hobs with heat-resistant glass tops, halogen rings that heat instantly, self-cleaning ovens, split-level cookers where the hob and oven are separate, and ignition buttons to light gas hobs instead of matches.
Good lighting is important for safety, hygiene, and preventing eye strain. A home uses both natural lighting from windows and skylights as well as various artificial lighting such as incandescent, fluorescent, and compact fluorescent bulbs. Proper lighting safety involves using the correct bulbs and fixtures, adequate lighting for tasks, and switches located outside of danger areas like bathrooms. When replacing a light bulb, one should turn off the power first, allow an old bulb to cool, fit a new bulb of the correct wattage, and test that the light works.
The document discusses hygiene standards in the home, including ensuring clean water and efficient drainage, good ventilation and lighting to prevent dampness, easily cleanable surfaces and rooms, careful waste disposal, and regularly disinfecting sinks, toilets and drains. It also notes there are two types of household waste - organic waste that breaks down naturally and inorganic waste that does not break down but can be recycled.
Central heating, partial/background heating, and individual heaters are three common methods of heating a home. Central heating uses a boiler to heat water that circulates through radiators to keep the home between 16-20 degrees Celsius, and also provides hot water. Partial/background heating uses electric storage heaters to provide gentle background heat. Individual heaters heat each room separately using methods like a fireplace, stove, or electric heater. Proper insulation is important to prevent up to 75% of heat loss through walls, roof, windows, doors and floors using materials like still air, wool, or polystyrene that are poor conductors of heat.
Electricity is generated at power stations from sources like coal, oil, peat, and water. It is distributed to homes through cables and consumer units, then brought to appliances via wires in plugs and flexes. Most appliances have three wires - a live wire (brown) bringing electricity to the appliance, a neutral wire (blue) taking the return current, and an earth wire (green/yellow) that brings current safely to the earth if a fault occurs. Fuses and circuit breakers are safety devices that melt or disconnect electricity in the case of overloading or short circuits to prevent fires.
This document discusses key aspects of home design, including:
1. A home provides physical needs like shelter as well as emotional and social needs.
2. Housing types are influenced by factors like cost, size, and location, and include houses, apartments, bedsits, and mobile homes.
3. Good design is functional, safe, durable, and attractive. Design elements include color, texture, line, shape, and pattern which impact the atmosphere.
The design process involves 7 steps: 1) Identifying the brief to design a bedroom/study for a teenager, 2) Analyzing the brief to determine what must be included, 3) Researching interior design ideas through books, magazines, and store visits to collect samples, 4) Identifying possible furniture layouts, color schemes, and flooring and heating options, 5) Choosing a final solution after considering all options, 6) Creating a scaled floor plan drawing, and 7) Presenting the final plan with details of the color scheme, furnishings, flooring, lighting, and heating system.
The design process involves identifying the brief, analysing it through research, and choosing a solution to implement through planning and taking action.
This document contains a word search, matching exercises, fill-in-the-blank questions, and true/false questions about various fruits including apples, oranges, bananas, grapes, peaches, kiwis, pineapples, plums, pomegranates, lemons, strawberries, nectarines, and berries. The questions test identification, properties, and grouping of different fruits.
The document is a worksheet asking students to name animals that produce milk, types of milk, uses of milk and their examples, and to outline the pasteurization process, nutritional value, and homogenization of milk. The student must name cows, goats, sheep, and humans as milk producing animals and list six types of milk, four uses of milk with examples, and describe homogenization. It also asks the student to discuss why milk is good for teeth and the nutritional value of milk.
The document provides guidelines for using a skin poster to teach students about the structure and composition of skin. The poster will be used to help students identify and label the different components of skin, as well as define the functions of each component. The teacher is instructed to introduce the topic enthusiastically, point out each skin component on the poster and explain its function. Labels will then be placed over the components for students to identify, after which the teacher will check students' understanding by asking questions about the skin's structure.
This document contains questions about the structure and functions of skin. It tests knowledge about skin layers like the epidermis and dermis, parts like sweat glands, hair follicles and pores, and how diet and sun exposure impact skin health. Multiple choice and fill-in-the-blank questions cover topics like what foods are good or bad for skin, the role of sweat glands, and describing skin layers, cells, and other anatomical features.
This document contains questions about balanced eating, special diets, nutrition, and health. It covers topics like calories, metabolism, food groups, vegetarianism, fiber, sugar, fat, diabetes, celiac disease, osteoporosis, and empty calorie foods. The questions test knowledge of key nutrients, dietary requirements, health risks of different diets, and conditions related to nutrition like diabetes and celiac disease.