# data[].attributes.body
https://www.youtube.com/watch?v=5CfrkvE7_hs

Suggested links to JC and SC history:
JC: Learning Outcome 2.4
SC Later Modern: Ireland Topic 3

# data[].attributes.headline
Political Cartoon: "Waiting for the Signal From Home by Dr Seuss (1942) The image depicts people of Japanese origin living in the USA.

# data[].attributes.subject
Political Cartoon: "Waiting for the Signal From Home by Dr Seuss (1942) The image depicts people of Japanese origin living in the USA.

# data[].attributes.body
Suggested links to JC and SC history:
JC: Learning Outcome 3.4
SC Later Modern: Europe and the Wider World Topic 3 and 6

# data[].attributes.body
https://www.youtube.com/watch?v=056FI2Pq9RY&t=1s

Suggested links to JC and SC history:
JC: Learning Outcomes 2.9, 3.14
SC Later Modern: Ireland Topic 2 and Europe and the Wider World Topic 2

# data[].attributes.attachment_link.title
Suffragette Official Trailer #1 (2015) - Carey Mulligan, Meryl Streep Drama HD

# data[].attributes.body
(4 minutes)

# data[].attributes.headline
Primary Source Photograph: Signs carried by marches during the March on Washington, 1963 

# data[].attributes.subject
Primary Source Photograph: Signs carried by marches during the March on Washington, 1963 

# data[].attributes.body
Suggested links to JC and SC history:
JC: Learning Outcome 3.13
SC Later Modern: Europe and the Wider World Topic 6

# data[].attributes.headline
Film Interview: Johnny Burke from Ballinasloe, Co. Galway shares some his experiences fighting in World War One.

# data[].attributes.subject
Film Interview: Johnny Burke from Ballinasloe, Co. Galway shares some his experiences fighting in World War One.

# data[].attributes.body
https://www.youtube.com/watch?v=q68w2fDwndA

Suggested links to JC and SC history:
JC: Learning Outcomes 2.8, 2.13, 3.4
SC Later Modern: Ireland Topic 2

# data[].attributes.attachment_link.title
An Irish Soldier recalls World War One, 1965

# data[].attributes.headline
BBC Documentary: The Story of Women and Art (2014). Looking at the first great female artist of the Renaissance Properzia de' Rossi.

# data[].attributes.subject
BBC Documentary: The Story of Women and Art (2014). Looking at the first great female artist of the Renaissance Properzia de' Rossi.

# data[].attributes.body
Suggested links to JC and SC history:
JC: Learning Outcome 3.7
SC Early Modern: Europe and the Wider World Topic 1

# data[].attributes.headline
Political Cartoon: Depiction of the United Irishmen titled 'United Irishmen upon Duty' by James Gillray (1757-1815), first published June 13, 1798

# data[].attributes.subject
Political Cartoon: Depiction of the United Irishmen titled 'United Irishmen upon Duty' by James Gillray (1757-1815), first published June 13, 1798

# data[].attributes.body
Suggested links to JC and SC history:
JC: Learning Outcome 2.3
SC Early Modern: Ireland Topic 6

# data[].attributes.headline
Session 1                                                                        Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.subject
Session 1                                                                        Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.body
Knowledge:

Skills:

Source Specific Language:

# data[].attributes.headline
Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.subject
Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.body
Knowledge:

Skills:

Source Specific Language:

# data[].attributes.headline
Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.subject
Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.body
Knowledge: The trailer gives an insight into some of the key issues that inspired the Suffrage Campaign, including voting rights, working and living conditions. It also highlights some of the key figures behind the movement. The trailer also suggests some of the resistance the movement faced and the steps taken by suffragettes to bring attention to their cause.

Skills: The film offers the opportunity for students to develop their research skills, both individually and collaboratively, to make an informed judgement on the historical accuracy of the film.

Source Specific Language:  Students will engage with language appropriate to critiquing the medium of film as a historical source as well as develop their understanding of concepts such as suffrage and militant protest.

# data[].attributes.headline
Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.subject
Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.body
Knowledge:

Skills:

Source Specific Language:

(8 minutes)

# data[].attributes.headline
Session 1                                                                        Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.subject
Session 1                                                                        Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.body
Knowledge:

Skills:

Source Specific Language:

# data[].attributes.headline
Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.subject
Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.body
Knowledge:

Skills:

Source Specific Language:

# data[].attributes.headline
Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.subject
Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.body
Knowledge:

Skills:

Source Specific Language:

# data[].attributes.headline
Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.subject
Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

# data[].attributes.body
Knowledge:

Skills:

Source Specific Language:

# data[].attributes.headline
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.subject
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.body
Identified Aspect:

Rationale:

# data[].attributes.headline
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.subject
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.body
Identified Aspect:

Rationale:

# data[].attributes.headline
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.subject
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.body
Identified Aspect: Violent protests by the suffragette movement as depicted in the trailer - breaking windows and arson attacks.

Rationale: Researching this aspect of the suffragette campaign would help to illuminate the lengths some suffragettes went to in their campaign for voting rights and also provide a greater understanding of how the authorities responded to them. It would also give students greater insight into whether violent protest helped or hindered the suffragist cause.

# data[].attributes.headline
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.subject
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.body
Identified Aspect:

Rationale:

(8 minutes)

# data[].attributes.headline
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.subject
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.body
Identified Aspect:

Rationale:

# data[].attributes.headline
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.subject
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.body
Identified Aspect:

Rationale:

# data[].attributes.headline
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.subject
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.body
Identified Aspect:

Rationale:

# data[].attributes.headline
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.subject
Step 2: Identify an aspect of the film or image that provides an opportunity for further research in terms of knowledge and skills. Explain your rationale.

# data[].attributes.body
Identified Aspect:

Rationale:

# data[].attributes.headline
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.subject
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.body
Source:

Rationale:

# data[].attributes.headline
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.subject
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.body
Source:

Rationale:

# data[].attributes.headline
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.subject
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.body
Source: “Allowing woman the right of suffrage is incompatible with the Catholic ideal of the unity of domestic life and would fare ill with the passive virtues of humility, patience, meekness, forbearance and self-repression looked upon by the church as the special prerogative of the female soul.” Fr David Barry, Irish Ecclesiastical Record, 1909

Rationale: This written source illustrates one view a member of the Catholic Church had on the issue of female suffrage in Ireland. While film is based on the British perspective of the suffrage movement, this written source gives one view on the resistance the movement faced in Ireland.

# data[].attributes.headline
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.subject
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.body
Source:

Rationale:

(5 minutes)

# data[].attributes.headline
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.subject
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.body
Source:

Rationale:

# data[].attributes.headline
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.subject
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.body
Source:

Rationale:

# data[].attributes.headline
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.subject
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.body
Source:

Rationale:

# data[].attributes.headline
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.subject
Step 1: As a group upload one source (written, visual etc.) that adds another perspective to the source above. Give your rationale for choosing this source.

# data[].attributes.body
Source:

Rationale:

# data[].attributes.headline
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.subject
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.body
1. Adopt a viewpoint
2. Wanted/Roll of Honour
3. Monuments Activity

Strategy:

Rationale:

# data[].attributes.headline
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.subject
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.body
1.
2.
3.
4.
5.

Group choice:

Rationale:

# data[].attributes.headline
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.subject
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.body
1. While the suffragette movement achieved female suffrage, it did nothing to improve the day to day lives of women.
2. WWI did more to secure female suffrage than the suffragette movement did.
3. The leadership of Emmeline Pankhurst did more to improve the lives of Irish women than Countess Markievicz.
4. The actions of the suffragettes did more to hinder their cause than help it.
5. Legislation changed the role of women in the 20th century more than any activism.

Group choice: 3.

Rationale: It will arouse debate amongst students.

# data[].attributes.headline
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.subject
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.body
1.
2.
3.
4.
5.
Group choice:

Rationale:

(5 minutes)

# data[].attributes.headline
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.subject
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.body
1.
2.
3.
4.
5.

Group choice:

Rationale:

# data[].attributes.headline
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.subject
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.body
1.
2.
3.
4.
5.

Group choice:

Rationale:

# data[].attributes.headline
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.subject
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.body
1.
2.
3.
4.
5.

Group choice:

Rationale:

# data[].attributes.headline
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.subject
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.body
1.
2.
3.
4.
5.

Group choice:

Rationale:

# data[].attributes.headline
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.subject
Step 2: Create a series of contentious statements and choose one. Give your rationale for the one you choose and suggest how you might engage students with it.

# data[].attributes.body
1.
2.
3.
4.
5.

Group choice:

Rationale:

# data[].attributes.headline
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.subject
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.body
1. Adopt a viewpoint
2. Wanted/Roll of Honour
3. Monuments Activity

Strategy:

Rationale:

# data[].attributes.headline
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.subject
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.body
1. Adopt a viewpoint
2. Wanted/Roll of Honour
3. Monuments Activity

Strategy: 3. Adopt a viewpoint

Rationale: Adopt a viewpoint allows students to understand the different viewpoints of women and men involved in the suffragette movement and those who opposed it.

# data[].attributes.headline
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.subject
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.body
1. Adopt a viewpoint
2. Wanted/Roll of Honour
3. Monuments Activity

Strategy:

Rationale:

(5 minutes)

# data[].attributes.headline
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.subject
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.body
1. Adopt a viewpoint
2. Wanted/Roll of Honour
3. Monuments Activity

Strategy:

Rationale:

# data[].attributes.headline
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.subject
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.body
1. Adopt a viewpoint
2. Wanted/Roll of Honour
3. Monuments Activity

Strategy:

Rationale:

# data[].attributes.headline
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.subject
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.body
1. Adopt a viewpoint
2. Wanted/Roll of Honour
3. Monuments Activity

Strategy:

Rationale:

# data[].attributes.headline
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.subject
Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

# data[].attributes.body
1. Adopt a viewpoint
2. Wanted/Roll of Honour
3.Monuments Activity

Strategy:

Rationale: