JUNIOR CYCLE HISTORY
  • HOME
  • ABOUT
  • CHRONICLES TEXTBOOK
  • A POSSIBLE APPROACH
  • STRAND ONE
    • THINK LIKE A HISTORIAN
  • STRAND TWO
    • EARLY CHRISTIAN IRELAND
    • THE ENGLISH PATTERN OF SETTLEMENT IN IRELAND
    • 1798 IRISH REBELLION
    • THE GREAT FAMINE AND THE IRISH DIASPORA
    • THE PARLIAMENTARY TRADITION IN IRISH POLITICS
    • THE GAA
    • THE RISE OF NATIONALISM AND UNIONISM, 1911-23 >
      • HOME RULE CRISIS, 1912-14
      • 1916 RISING
      • RISE OF SINN FÉIN
      • IRISH WAR OF INDEPENDENCE, 1919-21
      • ANGLO-IRISH TREATY, 1921
      • IRISH CIVIL WAR, 1922-23
    • IRELAND AND THE WORLD AT WAR >
      • IRELAND DURING WORLD WAR I
      • IRELAND DURING WORLD WAR II
    • THE EUROPEAN UNION
    • IRELAND IN THE 1960s
    • THE TROUBLES IN NORTHERN IRELAND
    • WOMEN IN TWENTIETH CENTURY IRELAND
  • STRAND THREE
    • ANCIENT ROME
    • MEDIEVAL TIMES
    • THE RENAISSANCE
    • THE AGE OF EXPLORATION
    • THE REFORMATION
    • PRE TWENTIETH CENTURY REVOLUTION >
      • THE AMERICAN REVOLUTION
      • THE FRENCH REVOLUTION
    • COMMUNISM AND FASCISM >
      • COMMUNISM IN RUSSIA
      • FASCISM IN ITALY
      • FASCISM IN GERMANY
    • WORLD WAR II
    • THE HOLOCAUST
    • THE COLD WAR
    • THE EUROPEAN UNION
    • EUROPE AND THE WIDER WORLD IN THE 1960s
    • TECHNOLOGY AND INNOVATION
    • PATTERNS OF CHANGE >
      • HEALTH AND MEDICINE [OPTION ONE]
  • ASSESSMENT
    • CBA 1: THE PAST IN MY PLACE
    • CBA 2: A LIFE IN TIME
    • ASSESSMENT TASK
    • STATE EXAM
  • ACTION VERBS FOR LEARNING OUTCOMES
  • HISTORY MATTERS 365 BLOG
  • TEACHING STRATEGIES
  • WEBLINKS
  • TEACHER MAILING LIST
  • MY CLASSROOM
  • CONTACT

STRAND ONE LEARNING OUTCOMES

Developing historical consciousness
Learning Outcome 1.1: Develop a sense of historical empathy by viewing people, issues and events encountered in their study of the past in their historical context.
Learning Outcome 1.2: Consider contentious or controversial issues in history from more than one perspective and discuss the historical roots of a contentious or controversial issue or theme in the contemporary world.
Learning Outcome 1.3: Appreciate their cultural inheritance through recognising historically significant places and buildings and discussing why historical personalities, events and issues are commemorated.
Learning Outcome 1.4: Demonstrate awareness of historical concepts, such as source and evidence; fact and opinion;viewpoint and objectivity; cause and consequence; change and continuity; time and space.
Working with evidence
Learning Outcome 1.5: Investigate the job of the historian, including how s/he finds and uses evidence to form historical judgements which may be revised and reinterpreted in the light of new evidence.
Learning Outcome 1.6: Debate the usefulness and limitations of different types of primary and secondary sources of historical evidence, such as written, visual, aural, oral and tactile evidence; and appreciate the contribution of archaeology and new technology to historical enquiry.
Learning Outcome 1.7: Develop historical judgements based on evidence about personalities, issues and events in the past, showing awareness of historical significance.
Learning Outcome 1.8: Investigate a repository of historical evidence such as a museum, library, heritage centre, digital or other archive or exhibition.
Acquiring 'the big picture'
Learning Outcome 1.9: Demonstrate awareness of the significance of the history of Ireland and of Europe and the wider world across various dimensions, including political, social, economic, religious, cultural and scientific dimensions.
Learning Outcome 1.10: Demonstrate chronological awareness by creating and maintaining timelines to locate personalities, issues and events in their appropriate historical eras.
Learning Outcome 1.11: Make connections and comparisons between people, issues and events in different places and historical eras.
  © 2023 Junior Cycle History
​All rights reserved.
​
Site administered by Christian O'Connor, History teacher, St. Mary's Secondary School, Mallow, Co. Cork.



HOME
ABOUT
A POSSIBLE APPROACH
STRAND ONE
STRAND TWO
STRAND THREE
​ASSESSMENT
ACTION VERBS
​HISTORY MATTERS 365 BLOG
​TEACHING STRATEGIES
WEBLINKS
TEACHER MAILING LIST
​FOLLOW ON TWITTER
#HISTEDCHATIE
​
CONTACT
  • HOME
  • ABOUT
  • CHRONICLES TEXTBOOK
  • A POSSIBLE APPROACH
  • STRAND ONE
    • THINK LIKE A HISTORIAN
  • STRAND TWO
    • EARLY CHRISTIAN IRELAND
    • THE ENGLISH PATTERN OF SETTLEMENT IN IRELAND
    • 1798 IRISH REBELLION
    • THE GREAT FAMINE AND THE IRISH DIASPORA
    • THE PARLIAMENTARY TRADITION IN IRISH POLITICS
    • THE GAA
    • THE RISE OF NATIONALISM AND UNIONISM, 1911-23 >
      • HOME RULE CRISIS, 1912-14
      • 1916 RISING
      • RISE OF SINN FÉIN
      • IRISH WAR OF INDEPENDENCE, 1919-21
      • ANGLO-IRISH TREATY, 1921
      • IRISH CIVIL WAR, 1922-23
    • IRELAND AND THE WORLD AT WAR >
      • IRELAND DURING WORLD WAR I
      • IRELAND DURING WORLD WAR II
    • THE EUROPEAN UNION
    • IRELAND IN THE 1960s
    • THE TROUBLES IN NORTHERN IRELAND
    • WOMEN IN TWENTIETH CENTURY IRELAND
  • STRAND THREE
    • ANCIENT ROME
    • MEDIEVAL TIMES
    • THE RENAISSANCE
    • THE AGE OF EXPLORATION
    • THE REFORMATION
    • PRE TWENTIETH CENTURY REVOLUTION >
      • THE AMERICAN REVOLUTION
      • THE FRENCH REVOLUTION
    • COMMUNISM AND FASCISM >
      • COMMUNISM IN RUSSIA
      • FASCISM IN ITALY
      • FASCISM IN GERMANY
    • WORLD WAR II
    • THE HOLOCAUST
    • THE COLD WAR
    • THE EUROPEAN UNION
    • EUROPE AND THE WIDER WORLD IN THE 1960s
    • TECHNOLOGY AND INNOVATION
    • PATTERNS OF CHANGE >
      • HEALTH AND MEDICINE [OPTION ONE]
  • ASSESSMENT
    • CBA 1: THE PAST IN MY PLACE
    • CBA 2: A LIFE IN TIME
    • ASSESSMENT TASK
    • STATE EXAM
  • ACTION VERBS FOR LEARNING OUTCOMES
  • HISTORY MATTERS 365 BLOG
  • TEACHING STRATEGIES
  • WEBLINKS
  • TEACHER MAILING LIST
  • MY CLASSROOM
  • CONTACT