The Research Guide aims to offer advice and guidance on various aspects of historical research inspired by the Decade of Centenaries. The guide consists of advice, templates and graphic organisers that teachers and students can use to help organise their research effectively.
This organiser supports learners in identifying the range of evidence in a clip (both visual and aural) and in identifying how they can validate or challenge eyewitness accounts.
One way to use maps to stimulate historical enquiry is through comparison and contrast. For the purpose of researching the Decade of Centenaries, select two maps of a site related to one of the events from the time and one from the location today. Sites with links to maps from the Decade of Centenaries are included in the Research Directory accompanying this guide (see below). It may be necessary to introduce the maps and place them within the wider geography of the area. This support can help to scaffold this methodology.
Formulating enquiry questions can serve to focus students’ investigation of the past and help to provide a structure for their work. The process outlined here can support students in composing enquiry questions.
To support students’ engagement in historical research on a named individual or a member of their family associated with the Decade of Centenaries, students should be encouraged to establish the scope of their enquiry. In order to do this, they may need to outline the parameters and purpose of their enquiry into the person of interest. We have developed a support for students in identifying and outlining the scope of their enquiry.
Many students may have relatives who have memories of this time or who were told stories about the events of the Decade of Centenaries. This support may be used to guide students who may wish to conduct an interview as part of their research.
Students may wish to ascertain peoples’ knowledge about a certain topic or survey a group who may have memories of this time, or were told stories about the events of the Decade of Centenaries. This support may be used to guide students as they conduct a survey as part of their research.
Students will encounter photographs and/or pictures that may be relevant to their research. This support is designed to allow students to interrogate these sources further.
Timelines are a very useful way of outlining the key events of the Decade of Centenaries and supporting the development of students’ understanding of the short-term and long-term impact of the events on Ireland. Many of the repositories in our Research Directory model exemplary use of timelines to support historical enquiry. This support may be of use in illustrating to students how to demonstrate chronological awareness.
The Research Directory is a hyperlinked document with information on 21 different websites that supports students and teachers researching the “Decade of Centenaries” and events, issues, personalities, and resources related to that era.
The directory includes accessible online archives for historical research and includes a selection of the many sites available to teachers and students, as well as email contact addresses for many of the websites/resources.
It can be used to support students engaging in research across the History Specification, including the process of both CBAs. The supports and advice that are in the collection also support engaging in historical research in the physically distanced classroom, and when students are engaging in learning from home.
The resources found here will demonstrate some practical ideas on conducting research in the history classroom and includes sample tasks for commemorating Bloody Sunday, November 21st, 1920.
This task can be used to discover new information on a historical topic or uncover evidence that might support a judgement. The discovery task may also be used as an opportunity for students to revise learning outcomes that they have previously engaged with. This task can be used to discover historical evidence about Bloody Sunday, November 21st, 1920.
This task gives all students the opportunity to work individually, to share ideas and learn from each other. An enquiry question may be provided by the teacher or co-created with students. Each student in the group is asked to work on their section of the placemat. Using the sample task included here, students could investigate historical events known as ‘Bloody Sunday’ and record their findings on a placemat. They then use their findings to answer the enquiry question.
This task provides all students with the opportunity to evaluate a source and a series of statements which the teacher and/or other students devise and decide on whether they are true or false. This Facts/ Falsehoods task can be used to discover historical evidence about Bloody Sunday, November 21st, 1920.
In this task, students create a display commemorating a historical event with reference to the people, places and buildings involved, using examples where possible. This task can be used to create a photo display about Bloody Sunday, November 21st, 1920.