COMPLETE JUNIOR CYCLE HISTORY - Gill Books

Stacy Stoutwith Dermot Lucey

SKILLS BOOK

COMPLETE JUNIOR CYCLE HISTORY

Gill EducationHume AvenuePark WestDublin 12www.gilleducation.ie

Gill Education in an imprint of M.H. Gill & Co.

© Stacy Stout 2018

ISBN: 978 07171 8068 4

All rights reserved. No part of this publication may be copied, reproduced or transmitted in any form or by any means without written permission of the publishers or else under the terms of any licence permitting limited copying issued by the Irish Copyright Licensing Agency.

Original design: Design ImageLayout: David CullenIllustrations: Andriy Yankovskyy and Jeremy Bays

Front Cover Images: Michael Collins © Hulton Archive/Getty Images; Muhammad Ali © Bettmann/Getty Images. Back Cover Image: © Corbis/Getty Images.

Extract from Night by Elie Wiesel. Copyright © 1972, 1985 by Elie Wiesel. English translation Copyright © 2006 by Marion Wiesel (Hill and Wang, 2006). Originally published as La Nuit by Les Editions de Minuit. Copyright © 1958 by Les Editions de Minuit. Used by permission of Georges Borchardt, Inc., for Les Editions de Minuit.

Extract from ‘President Kennedy’s Visit’, The Irish Times, 1963, used by permission of The Irish Times.

Extract from ‘How Ireland Failed Refugees from Nazi Germany’ by Derek Scally, The Irish Times, 4 February 2017, used by permission of The Irish Times.

Extract from ‘The Real Story Behind How Hill 16 Got Its Name’ by Robert Redmond, SportsJoe.ie, used by permission of SportsJoe.ie.

Extract from ‘Book Review: Hopscotch and Queenie-I-O: A 1960s Irish Childhood’ by Des Breen, The Irish Examiner, 4 March 2017, used by permission of The Irish Examiner.

The authors and publisher have made every effort to trace all copyright holders. If, however, any have been inadvertently overlooked, we would be pleased to make the necessary arrangement at the first opportunity.

At the time of going to press, all web addresses were active and contained information relevant to the topics in this book. Gill Education does not, however, accept responsibility for the content or views contained on these websites. Content, views and addresses may change beyond the publisher or author’s control. Students should always be supervised when reviewing websites.

The paper used in this book is made from the wood pulp of managed forests. For every tree felled, at least one tree is planted, thereby renewing natural resources.

Contents

Introduction ..................................................................................................................................................................... iv

Junior Cycle History checklist ......................................................................................................................................... 1

Three-Year Reflection Timeline ........................................................................................................................................ 2

01 How do Historians and Archaeologists Find Out about the Past? ......................................................................... 4

02 Life in Ancient Rome ............................................................................................................................................. 13

03 Early Christian Ireland .......................................................................................................................................... 23

04 Exploring Life and Death in Medieval Times ........................................................................................................ 34

05 How is the Renaissance Historically Significant? ................................................................................................ 45

06 Evaluating the Impact of Conquest and Colonisation ........................................................................................ 56

07 Martin Luther and the Reformation – The Historical Importance of Religion .................................................... 65

08 The Plantation of Ulster and the Growth of Towns .............................................................................................. 74

09 The American Revolution ..................................................................................................................................... 83

10 Exploring the 1798 Rebellion ................................................................................................................................ 91

11 Industrial Society in the Eighteenth and Nineteenth Centuries ....................................................................... 101

12 Investigating the Causes, Course and Consequences of the Great Famine ..................................................... 109

13 The Parliamentary Tradition in Irish Politics – Daniel OʼConnell and C. S. Parnell .......................................... 118

14 The Impact of the GAA on Irish Life .................................................................................................................... 124

15 The Rise and Impact of Nationalism and Unionism in Ireland, 1911–23 ......................................................... 131

16 Life in Nazi Germany ........................................................................................................................................... 140

17 Life in Soviet Russia ............................................................................................................................................ 148

18 The Drift to War – The Causes of World War II .................................................................................................... 155

19 World War II, 1939–45 ......................................................................................................................................... 165

20 The Holocaust ..................................................................................................................................................... 176

21 The Impact of World War II on Ireland, North and South .................................................................................. 185

22 The Cold War ....................................................................................................................................................... 194

23 The Changing Experience of Women in Twentieth-Century Ireland ................................................................ 203

24 The 1960s: An Important Decade in World History ........................................................................................... 211

25 The 1960s: An Important Decade in Irish History .............................................................................................. 223

26 The Troubles in Northern Ireland ....................................................................................................................... 231

27 The European Union and Ireland’s Links with Europe ...................................................................................... 239

Technology and Historical Change ............................................................................................................................. 247

Health and Medicine ................................................................................................................................................... 255

Crime and Punishment ............................................................................................................................................... 262

MAKING HISTORY SKILLS BOOK

iv

Introduction The Making History Skills Book provides an active, creative and investigative approach to studying Junior Cycle History. Throughout this book you will be given the chance to learn about the past and its relevance today. You will develop your skills as a historian, form and voice your opinions about historical events and also empathise with and understand the motivations of people from the past. This will prepare you for Junior Cycle History and to appreciate history outside the classroom.

The Skills Book should be used in conjunction with your Making History textbook. It will help you apply the skills and investigate and revise what you have discovered in the textbook. Throughout the textbook you will find a series of suggestions as to where a particular Skills Book exercise could be used.

Each chapter contains a variety of different activities to ensure you meet all Learning Outcomes in the Junior Cycle History Specification and develop the eight Key Skills of Junior Cycle. The Key Skills developed in each exercise are highlighted through the inclusion of relevant icons.

Being Literate Being CreativeManaging Information and Thinking

Being Numerate Managing Myself Working with Others

Communicating Staying Well

As a challenge, ‘follow-up’ questions have been included throughout.

Follow-up question: Should the Ulster Planation be commemorated as a positive or negative event in Irish history? Support your answer with evidence.

Note there are separate sections at the end of this Skills Book, on Technology and Historical Change, on Health and Medicine and on Crime and Punishment. While these topics have been addressed chronologically throughout the textbook, they are presented in separate sections at the end of the Skills Book to help you synthesise your learning and identify patterns of change.

Every chapter closes with a key words activity, while end-of-section reflections will help you track your learning over the three years of Junior Cycle.

Acknowledgements Thank you to Elizabeth, Nicholas, Thomasena, Belinda, Zara, Michael and Pat. Special thanks to my colleagues, Emily and the team at Gill, and Dermot.

❰❰ P. 9 Difficulties historians face in dealing with sources.

140

800 BC 400 BC 200 BC 0 200 AD 400 AD

EURO

PEAN

HIS

TORY

16 LIFE IN NAZI GERMANY

Dictatorship, Democracy and Fascism 1. Match each term in the box below to either ‘Dictatorship’ or ‘Democracy’.

2. Complete the diagram by adding five features of fascism; turn to p. 256 of the textbook for help.

Ruled by single party/leader

People elect their government in fair elections

Cannot freely express opinions

Nazi Germany

Ireland today

Dictator

Stalin

Fascist ItalyStrict censorship

Opposition parties banned

HitlerFree to express opinions

Many different political parties

Communist Soviet Union

Use/threat of violence to maintain power

President

Mussolini

VS Democracy

Communism Fascism

Dictatorship

Life in nazi Germany

141

163. Create a definition for the following in your own words using the diagram to help you:

Dictatorship:

Democracy:

Fascism:

Source Analysis: Nazi Propaganda The poster below is an example of Nazi propaganda. Study the image, think about the prompts and answer the questions that follow.

Describe the young boy. What colour is his hair? What is he wearing? Why is he wearing this?

The caption reads: ‘Healthy parents have healthy children’. What does this mean? What happens if healthy parents have an unhealthy child?

What is this picture of? Does it look realistic?

Describe the young girl. What is she wearing? Why is she wearing this? Why is her hair in braids?


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1. Who do you think was the intended audience for this image?

2. How does this poster depict traditional gender roles?

3. How do you think this message might have influenced the attitudes and actions of:

(i) Women living in Nazi Germany?

(ii) Men living in Nazi Germany?

(iii) Children living in Germany?

4. How is this poster an example of Nazi propaganda?

5. In your opinion, does this image express a positive or a negative message about life in Nazi Germany? Refer to the poster in your answer.

Follow-up questions:

It could be argued that this poster was used to support the Nazi euthanasia programme.

(i) What is euthanasia?

(ii) Do you think this poster is used to support or undermine the euthanasia programme? Explain your answer with reference to the image above.


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Growing Up in Nazi GermanyBoys, girls and Jews had very different experiences growing up in Nazi Germany. Read the extracts below and answer the questions that follow.

1. Identify whether each source is a primary or secondary source. Explain each choice.

Source 1:

Source 2:

Source 3:

2. What evidence in source 1 can you find that proves indoctrination was successful in Nazi Germany?

LSource 1: alfons Heck and Helen Waterford,

Parallel Journeys, 1995Unlike our elders, we children of the 1930s had never

known a Germany without nazis. from our very first

year in the Volksschule or elementary school, we

received daily doses of nazism. Those we swallowed as

naturally as our morning milk. never did we question

what our teachers said. We simply believed what was

crammed into us. and never for a moment did we doubt

how fortunate we were to live in a country with such a

promising future. Of all the branches in the nazi Party,

the Hitler youth was by far the largest … its power

increased each year. Soon, even our parents became

afraid of us. never in the history of the world has such

power been wielded by teenagers.

LSource 2: margot Stern Strom, Facing History and Ourselves: Holocaust and Human Behavior, 1994German girls attended school until the age of fourteen. although they went to school monday through Saturday, they had no textbooks and no homework. Their education was minimal except in matters relating to childbirth. after a visit to a girls’ school Gregor ziemer wrote: ‘Girls do not require the same sort of education that is essential for boys. The schools for boys teach military science, military geography, military ideology, Hitler worship; those for the girls prepare the proper mental set in the future mates of Hitler’s soldiers. One of minister rust’s officials … discussed the problem of co-education with me … He pointed out that the boys who learned about chemistry of war … should not be bothered with the presence of girls in their classes … every girl, he said, must learn the duties of a mother before she is sixteen, so she can have children. Why should girls bother with higher mathematics, or art, or drama, or literature? They could have babies without that sort of knowledge.’

LSource 3: eric a. Johnson and Karl-Heinz

reuband, What We Knew: Terror, Mass

Murder, and Everyday Life in Nazi Germany,

2006The children called me Judenschwein [Jewish pig]

… When i came home i was crying and said, ‘What

is a Judenschwein? Who am i?’ i didn’t know who

i was. i was only a kid. i didn’t know what i was,

Jew or not Jew. There were many times when i was

beaten up coming from school. i remember one

teacher who had something against me because i

was a Jew in his class. every time when i must have

been unruly, he used to pull me up front and bend

me over and whip me with a bamboo stick.


144

3. What youth group is mentioned in source 1?

4. What future are girls in Nazi Germany being prepared for in source 2?

5. Can you find any evidence that proves Nazi policies on anti-Semitism (anti-Judaism) were effective?

6. What messages are being sent to German children about how they should act?

Source 1:

Source 2:

Source 3:

Follow-up question: Is there any way children in Nazi Germany could have objected to what was happening in Germany? Explain your answer.

Women in Nazi Germany Study pp. 265–66 of the textbook and create a mind map illustrating what life was like for women in Nazi Germany. Your mind map should include at least six relevant points.

Women in Nazi Germany


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Timeline of Anti-Semitism in Nazi GermanyArrange these anti-Semitic events in chronological order on the timeline below.

ANTI-SEMITISM IN NAZI GERMANY

Late 1939: Half of Germany’s 600,000 Jews have emigrated

15 September 1935: Nuremberg Laws passed

25 April 1933: Nazis limit the number of Jews allowed to enroll in German schools 1 April 1933: Nazi boycott of Jewish shops began

30 September 1938: All Jewish doctors were decertified

15 September 1935: Jews are forbidden to display the national flag or the national colours

12 November 1938: Jews were banned from attending the cinema

17 August 1938: Jews are only allowed certain first names, e.g. ‘Sara’ and ‘Israel’

9–10 November: 1938 Night of the Broken Glass (Kristallnacht)

29 September 1933: Jews are prohibited from owning farming land, only Germans can be farmers

15 September 1935: Jews are not allowed to marry Germans

15 November 1938: All Jewish children were banned from attending public schools


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For many Jews in Nazi Germany, their only option was to leave. 1. Create a list of five challenges that faced Jews who were

forced to leave Germany.

2. Think of one other solution for Jews living in Nazi Germany at this time.

Follow-up question: In August 1933, Otto Frank left Germany with his wife and daughters, Margot and Anne, and eventually settled in the Netherlands in February 1934. What happened to each member of the Frank family?

Life in Nazi Germany Fishbone Summarise what life was like in Nazi Germany by completing the fishbone template below. Include the four most interesting points or key words under each heading listed.

Life for women Life for children Life for Jews

Life in Nazi Germany

Living under Nazi propaganda

Life for Christians Life for workers


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Follow-up exercise:

Using the information in the fishbone to help you, write a diary entry inspired by life in Nazi Germany.

Points to consider:

●● What perspective are you writing from? Are you an outsider observing what life was like, or a woman, child or Jew who experienced these changes first hand?

●● Are you going to describe one key moment or an overview of what happened over a few weeks/months?

●● How do you feel about what’s happening? ●● How do these events effect you and your family and friends?●● Include real historical details in your diary entry. Refer to real dates, people, policies and events.

Life in Nazi Germany Key WordsUnscramble each key word and match it to the correct definition below.

cmaifss aimrcs moumnmsic iohticrdptsa oedccaymr

_________________ _________________ _________________ _________________ _________________

Key word Definition

a country ruled by one person or party

a system of government in which all property is owned by the state

a country in which the government is decided by the people

Discriminating against someone based on their race

a system of government in which extreme nationalism is expected, there is strict control of the media and violence is used to obtain/maintain power

Useful Links and Suggested Reading ●● www.ushmm.org/learn/students – US Holocaust Memorial Museum. There are links to lots of

interesting articles on this page about life under the Nazi regime. ●● www.bbc.co.uk/bitesize/higher – Select ‘History’, then ‘Growth of German Nationalism’ and

click on the ‘Impact of Nazi rule: Test’ option for an online quiz about life in Nazi Germany. ●● Paul Roland, Life in the Third Reich, 2016.

148

800 BC 400 BC 200 BC 0 200 AD 400 AD

EURO

PEAN

HIS

TORY

17 LIFE IN SOVIET RUSSIA

Communism vs Fascism Communist and fascist states are both dictatorships, but very different types of dictatorships.

Complete the Venn diagram below by classifying each term as a feature of communism, fascism or a dictatorship.

Stalin

One party/person in control

Control of press

Use of violenceHitlerRacism

Censorship Cult of leader

Opposed to communism

Nazi Germany

Overthrow of factory owners and landowners

MussoliniPolice state

Extreme nationalism

Hostile to democracy

Abolish private property

LeninUse of propaganda to maintain control

Soviet UnionGulags

State ownership and control of industry and agriculture

FascismCommunism

Dictatorship

Life in Soviet RuSSia

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17

The Five Ws of the Five-Year Plans 1. Complete the five Ws of the Five-Year Plans.

The Five Ws of the Five-Year

Plans

What werethe Five-Year Plans?

Where werethe Five-Year Plans

introduced?

Who wasresponsible for the introduction of the

Five-Year Plans?

When was each plan carried out?

Why werethe Five-Year Plans

necessary?

Assessing the Five-Year Plans Read this source on the Five-Year Plans and answer the question below.

L Source 1: an extract taken from BBC HistoryMany of the workers were slave workers and kulaks from the gulag. Strikers were shot, and wreckers (slow workers) could be executed or imprisoned. thousands died from accidents, starvation or cold. Housing and wages were terrible, and no consumer goods were produced for people. But the improvements in production between 1928 and 1937 were phenomenal.


150

Was the human cost of the Five-Year Plans worth the economic gain? Explain your answer with reference to the source and source 1 on p. 278 of your textbook.

Collectivisation Your task is to design a poster and slogan encouraging peasants and kulaks to embrace collectivisation.

Your poster should include the following: ●● A catchy slogan. ●● A suitable image (study the

posters throughout this chapter for inspiration as to what Soviet posters from this era looked like).

●● An explanation of what collectivisation is.

●● An explanation as to how collectivisation benefits the country.

●● Why citizens should embrace collectivisation.

●● The consequences for those who don’t embrace it.

Appraising Stalin Stalin ruled Soviet Russia for over 30 years, but how successful was his reign?

Place each of the items listed into either the ‘success’, ‘not sure’ or ‘failure’ column on the next page.


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17

Crèche and kindergartens developed

Maintaining a Communist government

Use of gulags

Propaganda

Show trials Great Terror1.6 million died in gulags786,000 political executions

Five-Year Plans

Industrialisation

No unemployment

Creation of new cities 6-8 million died from starvation

Increase in coal, oil, steel and electricity production

CollectivisationIncrease in grain production

50% of the workforce was female

Increase in the numbers of cattle and sheep

Child allowance Free healthcareCommunist youth organisations established

Attempted to introduce free compulsory education Literacy campaignHousing shortage in cities

700,000 people froze or starved in Leningrad17 million civilians died during WWII

10 million soldiers died during WWII

Success Not sure Failure

Using the table above to help you, answer the following question: Was Stalin a successful leader? Support your answer with evidence.


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A Summary of Life in the Soviet Union Assess what life was like in the Soviet Union under the headings below.

Work Health Education Standard of living

1. Did the lives of any one particular group improve significantly? Explain your answer.

2. Did the lives of any particular group worsen in Soviet Russia? Explain your answer.

Useful Links and Suggested Reading●● spartacus-educational.com/RussiaSU.htm – An overview of the Soviet period from 1920-45.

Click on a relevant link to read more about each topic. There are useful primary sources at the end of most pages.

●● www.bbc.com/news/world-europe-17858981 – A timeline of the history of the Soviet Union. ●● For more challenging and in-depth reading, try Katherine B. Eaton’s Daily Life in the Soviet

Union, 2004.


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Life in the Soviet Union Reverse Crossword The crossword below has the answers filled in, but no clues. Create a clue to match each of the answers.

1C

2C O M M U N I S M

L

T3E

4S

5 S O U R C E V H

F6O P I N I O N

7 F

8 P R O P A G A N D A W

A E E T9 D I C T A T O R S H I P N R

T S C I

O E A10

P N L11

G U L A G S S

R L

G I

E T

S Y

Across

2.

5.

6.

8.

9.

11.

Down

1.

3.

4.

7.

10.


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Reviewing chapters 15, 16 and 171. Rate your knowledge of chapters 15, 16 and 17 by

assessing the learning intentions below: I can do thisI might need

help with thisexamine the rise and impact of nationalism in irelandexamine the rise and impact of unionism in irelandexamine the key events of irish history in 1911–23explore life in nazi Germany and Soviet Russia

2. Tick the skills of a historian that you have mastered: Yes Not sure NoChronological awareness – have you made or used a timeline in these chapters?Job of the historian – have you used evidence to help inform your opinion? Has consulting different sources caused you to change your view on a topic?Controversial issues – have you looked at a controversial issue from more than one perspective?Historical concepts – have you shown knowledge of historical concepts?Historical investigation – have you used the skills that you have developed as a historian to investigate a topic or issue?

3. Can you see any evidence of these chapters in the world today?

Chapter 15: yes no if yes, explain where



4. Name one person, place or event from your locality that relates to the rise of nationalism and unionism in 1911–23 that you could complete your CBA1 on; OR select one person of interest from Nazi Germany or Soviet Russia that you could complete your CBA2 on.

5. Select the three key skills that you used most during chapters 15, 16 and 17.

6. When revising, select one element from each chapter that you will focus on.

Chapter 15:

Chapter 16:

Chapter 17:

Self-reflection and Evaluation

COMPLETE JUNIOR CYCLE HISTORY - Gill Books

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