Dec 12th Cormac Working with Visual Sources by Cormac Davey

Political Cartoon: Depiction of the United Irishmen titled 'United Irishmen upon Duty' by James Gillray (1757-1815), first published June 13, 1798

cormacdav — 2023-12-12 08:42:01 UTC

Suggested links to JC and SC history:
JC: Learning Outcome 2.3
SC Early Modern: Ireland Topic 6

Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

cormacdav — 2023-12-12 08:42:01 UTC

Knowledge:

Skills:

Source Specific Language:

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.

cormacdav — 2023-12-12 08:42:01 UTC

Identified Aspect:

Rationale:

Session 2: Mulitperspectivity

cormacdav — 2023-12-12 08:42:01 UTC

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.

cormacdav — 2023-12-12 08:42:01 UTC

Source:

Rationale:

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.

cormacdav — 2023-12-12 08:42:01 UTC

1.
2.
3.
4.
5.

Group choice:

Rationale:

Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

cormacdav — 2023-12-12 08:42:01 UTC

1. Adopt a viewpoint
2. Wanted/Roll of Honour
3.Monuments Activity

Strategy:

Rationale:

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

cormacdav — 2023-12-12 08:42:01 UTC

Suggested links to JC and SC history:
JC: Learning Outcome 3.7
SC Early Modern: Europe and the Wider World Topic 1

Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

cormacdav — 2023-12-12 08:42:01 UTC

Knowledge:

Skills:

Source Specific Language:

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.

cormacdav — 2023-12-12 08:42:01 UTC

Identified Aspect:

Rationale:

Session 2: Mulitperspectivity

cormacdav — 2023-12-12 08:42:01 UTC

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.

cormacdav — 2023-12-12 08:42:01 UTC

Source:

Rationale:

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.

cormacdav — 2023-12-12 08:42:01 UTC

1.
2.
3.
4.
5.

Group choice:

Rationale:

Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

cormacdav — 2023-12-12 08:42:01 UTC

1. Adopt a viewpoint
2. Wanted/Roll of Honour
3. Monuments Activity

Strategy:

Rationale:

Film Interview: Johnny Burke from Ballinasloe, Co. Galway shares some his experiences fighting in World War One.

cormacdav — 2023-12-12 08:42:01 UTC

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

Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

cormacdav — 2023-12-12 08:42:01 UTC

Knowledge:
all the places he had travelled
Primary

eye wittness

Irish WW1 soilder perspective
Skills:

listening skill

Source Specific Language:

outdate expressions - shod

uniform language

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.

cormacdav — 2023-12-12 08:42:01 UTC

Identified Aspect:

Validity

Rationale:

Timeline

Map of his travels

find his records in the Milltatry archive

Session 2: Mulitperspectivity

cormacdav — 2023-12-12 08:42:01 UTC

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.

cormacdav — 2023-12-12 08:42:01 UTC

Source:

Rationale:

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.

cormacdav — 2023-12-12 08:42:01 UTC

1.
2.
3.
4.
5.

Group choice:

Rationale:

Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

cormacdav — 2023-12-12 08:42:01 UTC

1. Adopt a viewpoint
2. Wanted/Roll of Honour
3. Monuments Activity

Strategy:

Rationale:

Primary Source Photograph: Signs carried by marches during the March on Washington, 1963

cormacdav — 2023-12-12 08:42:01 UTC

Suggested links to JC and SC history:
JC: Learning Outcome 3.13
SC Later Modern: Europe and the Wider World Topic 6

Session 1 Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

cormacdav — 2023-12-12 08:42:01 UTC

Knowledge:
Image is a useful & accessible source for students of varying abilities. This image works alongside the knowledge students should already have from their study of the topic but it expands on the issues by adding a visual element - adding faces to the written descriptions they may have already read.

Skills:

The students work on their source analysis skills. The new terms on the signs also act as a research prompt.

Source Specific Language:

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.

cormacdav — 2023-12-12 08:42:01 UTC

Identified Aspect:

The signage used by the protestors.

Rationale:

Most of the signs ask for the desegregation of schools, the image could act as a prompt for deeper research into the segregation of schools in the US & the methods used to end that.

Session 2: Mulitperspectivity

cormacdav — 2023-12-12 08:42:01 UTC

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.

cormacdav — 2023-12-12 08:42:01 UTC

Source: 'I have a dream speech' Martin Luther King

Rationale: Direct Link- justification for Washington March

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.

cormacdav — 2023-12-12 08:42:01 UTC

Civil Rights movement did not achieve want they set out to achieve.
Civil Rights movement in America influenced movements around the world (Northern Ireland )
If it was not for television the civil rights movement would not have happened.
Civil Rights movement resulted in an upsurge of KKK support.
Civil Rights movement was unpopular with the population- their actions.

Group choice:

Rationale:

Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

cormacdav — 2023-12-12 08:42:01 UTC

1. Adopt a viewpoint
2. Wanted/Roll of Honour
3. Monuments Activity

Strategy:

Rationale:

Analyse the source provided

cormacdav — 2023-12-12 08:42:01 UTC

(4 minutes)

Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

cormacdav — 2023-12-12 08:42:01 UTC

Knowledge:

Skills:

Source Specific Language:

(8 minutes)

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.

cormacdav — 2023-12-12 08:42:01 UTC

Identified Aspect:

Rationale:

(8 minutes)

Session 2: Mulitperspectivity

cormacdav — 2023-12-12 08:42:01 UTC

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.

cormacdav — 2023-12-12 08:42:01 UTC

Source:

Rationale:

(5 minutes)

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.

cormacdav — 2023-12-12 08:42:01 UTC

1.
2.
3.
4.
5.
Group choice:

Rationale:

(5 minutes)

Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

cormacdav — 2023-12-12 08:42:01 UTC

1. Adopt a viewpoint
2. Wanted/Roll of Honour
3. Monuments Activity

Strategy:

Rationale:

(5 minutes)

Film Trailer : Suffragette (2015)

cormacdav — 2023-12-12 08:42:01 UTC

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

Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

cormacdav — 2023-12-12 08:42:01 UTC

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.

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.

cormacdav — 2023-12-12 08:42:01 UTC

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.

Session 2: Mulitperspectivity

cormacdav — 2023-12-12 08:42:01 UTC

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.

cormacdav — 2023-12-12 08:42:01 UTC

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.

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.

cormacdav — 2023-12-12 08:42:01 UTC

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.

Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

cormacdav — 2023-12-12 08:42:01 UTC

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.

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

cormacdav — 2023-12-12 08:42:01 UTC

Suggested links to JC and SC history:
JC: Learning Outcome 3.4
SC Later Modern: Europe and the Wider World Topic 3 and 6

Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

cormacdav — 2023-12-12 08:42:01 UTC

Knowledge:

Skills:

Source Specific Language:

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.

cormacdav — 2023-12-12 08:42:01 UTC

Identified Aspect:

Rationale:

Session 2: Mulitperspectivity

cormacdav — 2023-12-12 08:42:01 UTC

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.

cormacdav — 2023-12-12 08:42:01 UTC

Source:

Rationale:

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.

cormacdav — 2023-12-12 08:42:01 UTC

1.
2.
3.
4.
5.

Group choice:

Rationale:

Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

cormacdav — 2023-12-12 08:42:01 UTC

1. Adopt a viewpoint
2. Wanted/Roll of Honour
3. Monuments Activity

Strategy:

Rationale:

Primary source: Republican Loan Film

cormacdav — 2023-12-12 08:42:01 UTC

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

Session 1 Step 1: What are the strengths of this source for student engagement in terms of knowledge, skills and source specific language?

cormacdav — 2023-12-12 08:42:01 UTC

Knowledge:

Skills:

Source Specific Language:

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.

cormacdav — 2023-12-12 08:42:01 UTC

Identified Aspect: Key Personalities shown in the video provide further research opportunities for students.

Rationale: Select 3/4 individuals from the video and research what became of them or what their contribution was to the founding of the state.

Session 2: Mulitperspectivity

cormacdav — 2023-12-12 08:42:01 UTC

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.

cormacdav — 2023-12-12 08:42:01 UTC

Source:

Rationale:

Step 3: Choose a strategy you would use to engage your students with the contentious statements. Give your rationale for choosing this strategy.

cormacdav — 2023-12-12 08:42:01 UTC

1. Adopt a viewpoint
2. Wanted/Roll of Honour
3. Monuments Activity

Strategy:

Rationale:

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.

cormacdav — 2023-12-12 08:42:01 UTC

1.
2.
3.
4.
5.

Group choice:

Rationale:

Lloyd George speech

2023-12-12 14:14:47 UTC

The treaty RTE

2023-12-12 14:16:14 UTC

Lord French

2023-12-12 14:18:47 UTC