JUNIOR CYCLE HISTORY
  • HOME
  • ABOUT
  • 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
    • EXAM HUB
  • ACTION VERBS FOR LEARNING OUTCOMES
  • HISTORY MATTERS 365 BLOG
  • TEACHING STRATEGIES
  • WEBLINKS
  • CHRONICLES
  • TEACHER MAILING LIST
  • MY CLASSROOM
  • CONTACT

STRAND THREE LEARNING OUTCOMES

Recognising key change
Learning Outcome 3.1: Investigate the lives of people in one ancient or medieval civilisation of their choosing, explaining how the actions and/or achievements of that civilisation contributed to the history of Europe and/or the wider world.
Learning Outcome 3.2: Evaluate the impact of conquest and colonisation on people, with particular reference to Portuguese and Spanish exploration.
Learning Outcome 3.3: Examine the causes, course and consequences of one revolution in pre-twentieth century Europe and/or the wider world.
Learning Outcome 3.4: Discuss the general causes and course of World War One or World War Two and the immediate and long-term impact of the war on people and nations. 
Learning Outcome 3.5: Recognise the importance of the Cold War in international relations in the twentieth century world.
Exploring people, culture and ideas
Learning Outcome 3.6: Explore life and death in medieval times.
Learning Outcome 3.7: Appreciate change in the fields of the arts and science, with particular reference to the significance of the Renaissance.
Learning Outcome 3.8: Consider the historical importance of religion, with particular reference to the Reformation and the actions of one Reformer.
Learning Outcome 3.9: Examine life in one fascist country and one communist country in the twentieth century.
Learning Outcome 3.10: Explore the significance of genocide, including the causes, course and consequences of the Holocaust.
Applying historical thinking
Learning Outcome 3.11: Explore the contribution of technological developments and innovation to historical change.
Learning Outcome 3.12: Evaluate the role of a movement or organisation, such as the European Union or United Nations, in promoting international co-operation, justice and human rights.
Learning Outcome 3.13: Debate the idea that the 1960s was an important decade in Europe and the wider world, referring to relevant personalities, issues and events.
Learning Outcome 3.14: Illustrate patterns of change across different time periods in a chosen theme relating to life and society (such as, Crime and punishment; Food and drink; Work and leisure; Fashion and appearance or Health and medicine).
  © 2025 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 X​
​
CONTACT
  • HOME
  • ABOUT
  • 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
    • EXAM HUB
  • ACTION VERBS FOR LEARNING OUTCOMES
  • HISTORY MATTERS 365 BLOG
  • TEACHING STRATEGIES
  • WEBLINKS
  • CHRONICLES
  • TEACHER MAILING LIST
  • MY CLASSROOM
  • CONTACT