25
Module 2 Timeline Ireland Understand time using a visual display Curriculum Linkages and Integration See Teacher Guidelines for additional information
SESE History INFANT CLASSES
1st & 2nd CLASSES Strand: Myself and my family
Strand: Myself and my family Strand Unit: Myself Strand Unit: My family
Strand Unit: Myself Strand Unit: My family Strand Unit: Feasts and festivals in the past
STRAND: Story
STRAND: Story
Strand Unit: Stories
Strand Unit: Stories
5th & 6th CLASSES STRAND: Local Studies
3rd & 4th CLASSES STRAND: Local Studies Strand Unit: Feasts and festivals in the past Strand Unit: My locality through the ages
STRAND: Story
STRAND: Story Strand Unit: Stories from the lives of people in the past
STRAND: Early peoples and ancient societies Strand Unit: Stone Age peoples Strand Unit: Life, society, work and culture in the past
STRAND: Continuity and change over time Strand Unit: Continuity and change over time
LINKAGES SESE Geography - Human environments - Natural environments - Environmental awareness and care
Strand Unit: Building sites and ruins in my locality Strand Unit: My locality through the ages Strand Unit: Stories from the lives of peoples in the past
STRAND: Early peoples and ancient societies Strand Unit: Early peoples and ancient societies
STRAND: Life, society, work and culture in the past Strand Unit: Life, society, work and culture in the past
Strand: Continuity and change over time Strand Unit: Continuity and change over time
I N T E G RAT I O N Mathematics
Visual Arts
- Early mathematical activity - Number - Shape and space - Data
- Drawing - Construction
SPHE - Myself - Myself and the wider world
SESE Science
Gaeilge
English
- Living things - Environmental awareness and care
- Éisteacht - Labhairt - Scríbhneoireacht - Léitheoireacht
- Receptiveness to language - Competence and confidence - Developing cognitive abilities through language - Emotional and imaginative development through language
“Archaeology is fun because you get to do lots of good stuff and nice things.” 2nd Class Pupil
Module 2: Timeline Ireland
27
OBJECTIVE To create a timeline that will help pupils to visualise time as a sequence of change using drawings of monuments and artefacts.
A G E A P P R O P R I AT E N E S S This module is suitable for all classes. To manage the module for each age group, see Teacher Guidelines
M AT E R I A L S R E Q U I R E D • • • •
A strip of wallpaper (at least 4m in length) Ruler and marker Dice and counters Blue Tack/glue
Activity Sheets (AS) • Drawings for Timeline Ireland (AS1) • The Game of Time (AS2)
P R E PA R AT I O N Roll out the strip of wallpaper and, on the blank side, draw a horizontal line c. 10cms below the top edge. Mark ten points along this line c. 30cms apart. Enlarge (on a photocopier) the ten dates provided on p49 and fix them to the strip immediately below the marks, starting with 7,000 BC on the left and working up to 2000 AD at the right end. Enlarge the eight period names and place them in their appropriate place in the top border (see Timeline Template below) Fix the strip of wallpaper along a wall in the classroom where the pupils can see and reach. Prompt: allow extra space at the end of the line to represent the future- the pupils might think of something suitable for the third millennium AD! I can see the difference time makes
28
Module 2: Timeline Ireland
Let’s get started! Setting the Scene The pupils will need to understand the basic logic behind the activity of placing their drawings on the timeline. Man has been in Ireland for some nine thousand years. Archaeologists have divided this time into a number of periods, reflecting major changes in society. These periods can be explained by changes brought about by the arrival of something new that had a profound effect on the country: Arrival Date Name of Period which followed Man 7,000 BC Stone Age – Hunters (Mesolithic) Farming 4,000 BC Stone Age – Farmers (Neolithic) Copper and Tin 2,000 BC Bronze Age Iron 500 BC Iron Age Christianity 400 AD Early Christian Normans 1169 AD Medieval Each drawing is headed by the name of the period and the time span it covers. These should also be clearly marked on the timeline. For convenience, each drawing is numbered in the sequence on which they should be placed on the timeline, starting with the arrival of man up to the present day.
The Activity To make it easier to see the drawings they should be enlarged from A4 to A3. Each individual drawing is cut out and the drawings are distributed to the pupils. Ask the pupils to colour the drawings using colouring pencils. When all the drawings are coloured, bring the pupils with drawings from the Stone Age Hunters forward. Then, starting with drawing number one, get the pupil to read out the text on the drawing, show the drawing to the class and then fix it to the timeline in the appropriate place. When the Stone Age Hunters are finished bring forward the next groupStone Age Farmers, and go through the same procedure again. When all the drawings are on the timeline allow the pupils time to admire their handiwork and look along the timeline at all the drawings. Prompt: You may need to create extra space for the historic period.
Module 2: Timeline Ireland
Using the Timeline The timeline is designed to be used as a guideline for all the remaining modules and therefore should be kept available to the pupils as a constant point of reference.
Closing Activity Play The Game of Time (AS2)
Weblinks Irish Timelines http://www.oracleireland.com/Ireland/chronology.htm
• • • • • •
Key Terms Mesolithic Neolithic Bronze Age Iron Age Early Christian Medieval
“Timeline Ireland helps the pupil’s understanding of history in a creative and visual way by looking at monuments and artefacts of the different ages”. 5th Class Teacher
29
✁
STONE AGE HUNTERS
7,000 BC – 4,000 BC
7,000 BC – 4,000 BC
1
3
Stone Age hunters arrived in Ireland nine thousand years ago. They lived by hunting wild animals, fishing and gathering wild plants and berries.
STONE AGE HUNTERS
Stone Age hunters made tools and weapons of flint. Flint is a hard stone that makes a sharp edge.
✁
31 Module 2 Activity Sheet 1
Drawings for Timeline Ireland
STONE AGE HUNTERS
7,000 BC – 4,000 BC
7,000 BC – 4,000 BC
Stone Age hunters used bow and arrows and spears to hunt wild animals like this wild pig
STONE AGE HUNTERS
Stone Age hunters lived in huts made of wooden poles and animal skins.
2
4
✁
STONE AGE HUNTERS
7,000 BC – 4,000 BC
7,000 BC – 4,000 BC
Stone Age hunters picked wild fruit and berries for food
STONE AGE HUNTERS
Stone Age hunters gathered wild nuts and berries, like blackberries and hazelnuts
5
7
✁
Drawings for Timeline Ireland Module 2 Activity Sheet 1
32
STONE AGE HUNTERS
7,000 BC – 4,000 BC
7,000 BC – 4,000 BC
Stone Age hunters collected birds eggs for food.
STONE AGE HUNTERS
Stone Age hunters caught fish, like salmon and trout
6
8
✁
STONE AGE FARMERS
4,000 BC – 2,000 BC
4,000 BC – 2,000 BC
Stone Age farmers came to Ireland six thousand years ago
STONE AGE FARMERS
Stone Age farmers grew wheat and barley. The crops were reaped, threshed and ground by hand.
9
11
STONE AGE FARMERS
Stone Age farmers cut down the forests to make fields. They used stone axes to chop down trees.
STONE AGE FARMERS
The first potters in Ireland were Stone Age farmers. They used pots to store and cook food.
✁
33 Module 2 Activity Sheet 1
Drawings for Timeline Ireland
4,000 BC – 2,000 BC
4,000 BC – 2,000 BC
10
12
✁ STONE AGE FARMERS
14
STONE AGE FARMERS
4,000 BC – 2,000 BC
This is a megalithic tomb built by the first farmers. It is called a portal tomb.
13
Stone Age farmers built tombs for the dead using large stones. They were very skilled at moving and lifting large stones.
4,000 BC – 2,000 BC 15
The Stone Age farmers liked to decorate some of the stones in their tombs. This is the entrance stone of the passage tomb at Newgrange, Co. Meath.
STONE AGE FARMERS
4,000 BC – 2,000 BC
✁
Drawings for Timeline Ireland Module 2 Activity Sheet 1
34
THE BRONZE AGE
2,000 BC – 500 BC
16
The use of bronze (an alloy of copper and tin) marks a new stage in Irish prehistory. This happened four thousand years ago. Bronze was used to make cauldrons (large cooking pots), swords, spear heads, axes and musical instruments.
✁
35 Module 2 Activity Sheet 1
Drawings for Timeline Ireland
THE BRONZE AGE
wooden handle
2,000 BC – 500 BC
bronze axe head
Bronze made better tools and weapons than flint. This is a bronze axe.
17
✁ THE BRONZE AGE
Bronze Age people put up tall stones to mark important places
19
THE BRONZE AGE
2,000 BC – 500 BC
18
20
Bronze Age people built stone circles for their ceremonies. This is Drombeg stone circle in West Cork which is orientated on the mid-winter setting sun.
2,000 BC – 500 BC
This is a Bronze Age cooking place called a fulacht fia. Hot stones are used to boil water. Meat was then cooked in the hot water.
THE BRONZE AGE
2,000 BC – 500 BC
✁
Drawings for Timeline Ireland Module 2 Activity Sheet 1
36
✁
THE IRON AGE
500 BC – 400 AD
500 BC – 400 AD
21
23
Iron was first used in Ireland around 500 BC. Iron is much harder than bronze and keeps a sharp edge for longer.
THE IRON AGE
This is an Iron Age sword and its scabbard (cover). The Celts fought with swords like this.
✁
37 Module 2 Activity Sheet 1
Drawings for Timeline Ireland
THE IRON AGE
Is mise Fionn an gabha
500 BC – 400 AD
The people of the Iron Age are known as Celts. They spoke an ancient form of Irish.
THE IRON AGE 500 BC – 400 AD
22
24
A new type of art, called ‘La Tené’, came to Ireland during the Iron Age. This type of art is associated with the Celts. This is the Turoe Stone, Co. Galway, which is decorated with La Tené art.
✁
26
EARLY CHRISTIAN
The next important arrival into Ireland was Christianity. It arrived around 400 AD. Monasteries like this soon appeared throughout the country.
EARLY CHRISTIAN 400 AD – 1000 AD
During the Early Christian period high crosses, like this one at Monasterboice, Co. Louth were used to teach people about the gospel.
400 AD – 1000 AD
25
27
This is the Ardagh chalice. It was made in the 8th Century AD of silver and gold and shows the great wealth and craftsmanship of the Irish monasteries at this time.
EARLY CHRISTIAN
400 AD – 1000 AD
✁
Drawings for Timeline Ireland Module 2 Activity Sheet 1
38
39 Module 2 Activity Sheet 1
Drawings for Timeline Ireland
EARLY CHRISTIAN
During the Early Christian period people lived in circular enclosures, called ringforts. In Irish they were called a ‘lios’ or a ‘rath’. The enclosure was made to protect the farmstead from attack.
✁
If the ringfort was attacked people hid in underground hide-outs called souterrains (suit-err-ains). Souterrains often have air vents so that the people inside them could breathe fresh air.
400 AD – 1000 AD
EARLY CHRISTIAN
400 AD – 1000 AD
28
29
Drawings for Timeline Ireland Module 2 Activity Sheet 1
40
EARLY CHRISTIAN
400 AD – 1000 AD
30
Around 800 AD bands of Vikings began raiding the rich monasteries of Ireland. They were Scandinavians and travelled in longships like these.
✁
THE MEDIEVAL PERIOD
1169-1600
1169-1600
31
32
1169 – 1300 AD The Normans first came to Ireland in 1169 and by 1300 had conquered about two thirds of the country. They were great soldiers from northern France.
THE MEDIEVAL PERIOD
When the Normans were invading an area they built castles like this, called a motte and bailey. These were made of earth with a timber castle on top. They were quicker and easier to build than the stone castles.
✁
✁
THE MEDIEVAL PERIOD
1169-1600
33
This is a moated site. They are square enclosures dating to the 13th century. They are defended homsteads of the Norman settlers.
THE MEDIEVAL PERIOD
1169-1600
34
35
Large monasteries like this were built in Ireland during the medieval period. These were planned around a central open area called a cloister.
1169-1600
The Normans also built large stone castles. This is King John’s Castle in Limerick. Castles like this were used by the Normans to control the lands they had conquered.
THE MEDIEVAL PERIOD
✁
41 Module 2 Activity Sheet 1
Drawings for Timeline Ireland
Drawings for Timeline Ireland Module 2 Activity Sheet 1
42
✁
THE MEDIEVAL PERIOD
1169-1600
36
38
Tower House Irish Lords built Tower Houses like this in 15th and 16th century.
POST MEDIEVAL 1600 –1900 AD
The 17th Century saw great changes in Ireland. The old-fashioned castles were replaced by fortified houses like this.They had lots of windows and fireplaces and were much more comfortable than castles.
THE MEDIEVAL PERIOD
1169-1600
37
39
Medieval Church Parish churches like this were built throughout the country in 15th and 16th century. Most of these are now in ruins in old graveyards.
POST MEDIEVAL 1600 –1900 AD
The victory of William of Orange at the Battle of the Boyne in 1690 marks the final end of medieval Ireland.
✁
✁
POST MEDIEVAL 1600 –1900 AD
40
42
After 1690 nearly all the land in Ireland was owned by protestant landlords. They built large country houses like this in the 1700s and 1800s.
POST MEDIEVAL 1600 –1900 AD
Many of the buildings in our towns and village were built in the 1800s and 1900s
✁
43 Module 2 Activity Sheet 1
Drawings for Timeline Ireland
POST MEDIEVAL 1600 –1900 AD
41
43
The majority of people in the 1700s and 1800s lived in one-storey traditional houses like this.
MODERN IRELAND
In 2000 AD the new millennium was celebrated throughout the world. In Dublin the Millennium Spire was erected on O’Connell Street.
The Game of Time Module 2 Activity Sheet 2
44
Present day The end
D Mi
AD
1200 AD Found a Norman helmet after the battle.
900 AD
Vikings attacking local monastery. Frightened they might attack our ringfort as well.
700 BC
Go back four places
1,000 BC
Had a great night dancing at stone circle
Hea
600
rd a m AD abou onk pre achi t Ch ng
rist. Go f thre orward e p lace s
C
a
300 AD
B 10m0y fingegr Cut penin rd. shar on swo ’s ir turn
Miss
Dad
4,600 BC
4,900 BC
Have another go
Find an abandoned wolf cub. Dad says I can keep it as a pet.
t
BC
Miss a
5,20et0hunting Got w st my way o and l e woods in th urn
4,300 BC
400 BC Iron Age
BC 4,000 ic th Neoli
Have another go
BC
3,70M0um grind Helped make flour. o
Miss a turn
Burn e d m y hand on h ot stone a t fulacht fia .
Go again
1,300 BC
1500 AD
Have another go
Made a bronze axe with dad.
1,600 BC
0 180 ing my her Miss te brot to ted uri favo emigra t week who rica las rn Ame ss a tu
1,900 BC Bronze Age
A n 200ed0it left oone. r h le p No c i mob ack my Go b aces p six s
2,200 BC
Busy building a stone tomb for Chief who is very sick.
Miss a turn
2,500 BC
3,100 BC Made a nice clay pot for Mum’s birthday.
5,500 BC
Move on two places
Killed my first wild boar today, party tonight to celebrate.
t wheat ard w Go for aces l three p
5,800 BC Ate the wrong berriesfeeling very ill
3,400 BC
6,100 BC
Take four steps forward
6,400 BC Lose my best flint arrowheads out hunting
2,800 BC
6,700 BC
Helped dad build a stone wall
Go again
7,000 BC Stone Age Hunters
Start!
Miss a turn
Go back three places
Module 2: Timeline ireland
45
G U I D E L I N E S
• Managing the Module
• Background Information
• Skills Development
• Strands
Linkages
Integration
SESE Geography
Mathematics
Visual Arts
SESE Science
Gaeilge
English
SPHE
Teacher Guidelines
CONTENTS
Module 2: Timeline Ireland
47
This module is designed as a visual presentation of Irish archaeology through nine thousand years. The drawings show scenes from each archaeological period featuring appropriate monuments and artefacts. These are provided to stimulate the pupils’ visual imagination and provide a constant reference point for the other modules. It should be noted that in the prehistoric period the dates given are approximations and should not be seen as exact historic dates.
Preparation While marking out the line on the wallpaper ensure that the drawings for each period will fit in the space provided. To make them easier to see the drawings should be enlarged on a photocopier from A4 to A3. Make sure allowance is made for this extra size on the timeline. Whilst there is plenty of space in the 1,000 year intervals for the earlier pre-historic periods, the situation becomes more difficult in the later periods where there is more to fit into less space. Either reduce the number of drawings or add some extra paper below the line. The periods and their relevant time span are as follows (enlarged versions are provided below which can be photocopied for use on the timeline itself): Stone Age- Hunters Stone Age- Farmers Bronze Age Iron Age Early Christian Medieval Post Medieval Modern
7,000 BC – 4,000 BC (Mesolithic) 4,000 BC – 2,000 BC (Neolithic) 2,000 BC – 500 BC 500 BC – 400 AD 400 AD - 1200 AD 1200 AD – 1700 AD 1700 AD - 1900 AD 1900 AD - Present
After placing the names of the different periods on the timeline between the two parallel lines, it might be useful to distinguish them using different colours, e.g. blue for the Stone Age - Farmers and green for the Bronze Age.
The Activity There are 43 drawings provided, numbered in sequence for placement on the timeline, starting at 7000 BC. Hand out the drawings to the pupils and ask them to colour them in. Encourage them to use light colouring pencils and to be careful not to scribble or use dark colours that might detract from the details of the drawing. Not all of the picture needs to be coloured - just the monument or artefact itself. Once a pupil is finished the first drawing hand out another (if some are left over) until they are all completed or you feel they have enough done.
Teacher Guidelines: Module 2
Managing the Module: Senior Classes
Teacher Guidelines: Module 2
48
Module 2: Timeline Ireland
Then call on all the pupils with drawings of Stone Age Hunters to come to the front of the class and ask them to stand in numerical order (all the drawings are numbered). They then take it in turn to read their text, show their picture to the class, and stick it on the timeline in the appropriate place. Monitor the way the drawings are stuck onto the timeline so that there is enough room for them all. It is a good idea to draw a vertical line on the timeline at the end of each period to ensure that it does not spill over into the next. When the Stone Age Hunters are finished bring the next group forward Stone Age Farmers, and repeat the process etc. When the timeline is completed it should be placed on the wall of the classroom and continually referred to as the other modules proceed, and during the general SESE programme.
Managing the Module: Junior Classes The concept of long periods of time is difficult for young people to comprehend and particularly for the junior classes. A timeline for infants could be based on the pupils own birthdays. In its simplest form the timeline can feature the difference between the pupils last birthdays and their first birthdays. This idea can be extended to a year-byyear record in 1st and 2nd class, for example featuring a birthday card for each year (see Primary School Curriculum- Teacher Guidelines, page 8). The timeline should be used to develop the pupils’ vocabulary of time and a sense of the pupils’ own past. This can then be developed into a timeline that features the difference between how things were long ago and how things are today (see Module 8). A shorter version of the archaeological timeline could be introduced to junior classes. Prepare the wallpaper with a long line dividing it into two sections: long ago and modern. Select certain drawings from those provided that the younger pupils will understand. Hand these drawings out and get the pupils to colour them in. Then, whilst the pupils place their drawing one-by-one on the timeline, narrate the story the pictures are illustrating. Then select some suitable modern drawings (not supplied) for that section of the timeline. For example, a castle in the long ago section can be contrasted with a modern building. Likewise, one of the Stone Age farming scenes with a modern one.
Module 2: Timeline Ireland
49
7,000BC 6,000BC 5,000BC 4,000BC 3,000BC 2,000BC 1,000BC 0 Birth of Christ 1000AD 2000AD Stone Age Hunters Stone Age Farmers Bronze Age Iron Age Early Christian Medieval Post Medieval Modern
Teacher Guidelines: Module 2
DATES AND PERIODS FOR TIMELINE IRELAND âœ
50
Module 2: Timeline Ireland
Skills and Concepts Development: Working as a Historian
Time and Chronology: Using Evidence: Communication:
Teacher Guidelines: Module 2
Time and Chronology: Change and Continuity: Cause and Effect: Using Evidence: Synthesis and Communication: Empathy:
Time and Chronology:
Change and Continuity: Cause and Effect: Using Evidence: Synthesis and Communication: Empathy:
Time and Chronology:
Change and Continuity:
Cause and Effect: Using Evidence:
Synthesis and Communication: Empathy:
INFANT CLASSES • The pupils become aware of and discuss a simple story based on a timeline. • Record a sequence of events in personal or family history using a timeline. • The pupils encounter the idea of events that happened in the past using the timeline. • The timeline can be used as a means of communicating a story about past events. 1ST AND 2ND CLASSES • The pupils can begin to distinguish between past, present and future events using the timeline. • Begin to develop an understanding of chronology by placing pictures on the timeline. • The pupils can explore ideas of change and continuity using the timeline. • Using the timeline the pupils can relate the event with a consequence- the arrival of farming made more food for people. • The pupils can examine a range of simple historic evidence using the timeline. • The timeline can be used as a means of communicating a story about the past. • Using the timeline pupils can imagine and discuss the sequence of events that happened in the past. 3RD AND 4TH CLASSES • The pupils can begin to distinguish between past, present and future using the pictures on the timeline. • Begin to develop an understanding of chronology by using the pictures on the timeline. • Use words and phrases to describe the artefacts and monuments depicted on the timeline pictures. • The pupils can explore ideas of change (differing ways of acquiring food) and continuity (the need for food) using the pictures on the timeline. • Using the timeline the pupils can relate the events depicted as a consequence of change in the past. • The pupils examine the range of artefacts and monuments depicted on the timeline. • Summarise information about the past using the pictures on the timeline. • Communicate a story about the past using the pictures on the timeline. • Using the timeline the pupils can imagine and discuss the event depicted on the pictures from the lives of people in the past. 5TH AND 6TH CLASSES • The pupils begin to understand time and chronology using the pictures on the timeline. • Use words and phrases to describe the artefacts, monuments, dates and times depicted on the timeline pictures. • Record people and events in the past using the timeline. • The pupils can explore ideas of change (differing ways of acquiring food) and continuity (the need for food) between the different periods in the past using the pictures on the timeline. • Using the timeline the pupils can recognise factors which effected change in the past. • The pupils examine the range of artefacts and monuments depicted on the timeline. • Summarise information about the past using the pictures on the timeline. • Ask questions about the scenes depicted on the pictures on the timeline. • Make simple deductions about events in the past using the timeline pictures. • Select and organise historical information using the pictures on the timeline. • Communicate a story about the past using the pictures on the timeline. • Using the timeline the pupils can imagine and discuss the event depicted on the pictures from the lives of people in the past. • Discuss how the people who participated in them perceived the events that are depicted on the timeline.
Module 2: Timeline Ireland
51
Strands
Strand unit: My family The child should be enabled to · compare relative ages: old/older, young/younger · collect simple evidence · discuss developments in the life of the family and things which have stayed the same.
Strand: Story
Strand unit: Stories
The child should be enabled to · display storyline pictures showing episodes in sequence.
1st & 2nd Classes
Strand: Myself and my family Strand unit: Myself The child should be enabled to · explore and record significant personal dates and events · collect, discuss and compare simple items of evidence from own past · construct simple personal timeline or storyline. Strand unit: My family The child should be enabled to · explore and record significant features, events and dates in the past of the child's family and extended family · collect, explore and discuss a range of simple evidence, noting changes and developments and items which have stayed the same · compile simple family tree, scrapbook or timeline. Strand unit: Feasts and festivals in the past The child should be enabled to · explore and discuss the origins and traditions of some common festivals · explore and discuss the origins and traditions of some common festivals.
Strand: Story
Strand unit: Stories
The child should be enabled to · display storyline pictures showing episodes in sequence · use appropriate timelines.
Strand: Local Studies
Strand unit: My locality through the ages The child should be enabled to · become familiar with important events in the history of the locality, referring to the wider national context where relevant · collect related local ballads, stories and traditions.
3rd & 4th Classes
Strand: Story
Strand unit: Stories from the lives of people in the past The child should be enabled to · listen to, discuss, retell and record a range of stories from the lives of people who have made a contribution to local and/or national life and to the lives of people in other countries through technological, scientific, cultural and artistic activities as well as those who have contributed to social and political developments · become aware of the lives of women, men and children from different social, cultural, ethnic and religious backgrounds, including the lives of "ordinary" as well as "more famous" people · use appropriate timelines.
Strand: Early people and ancient societies
Strand unit: Stone Age peoples Strand unit: Bronze Age peoples Strand unit: Early Christian Ireland
The child should be enabled to · become familiar with aspects of the lives of these peoples · examine and become familiar with evidence we have which tells us about these people, especially evidence of these people which may be found locally · record the place of these peoples on appropriate timelines.
Teacher Guidelines: Module 2
Infants
Strand: Myself and my family Strand unit: Myself The child should be enabled to · explore and record significant personal events and dates · collect and examine simple evidence · compare photographs, clothes worn or toys used at different ages, noting development and things which have stayed the same.
52
Module 2: Timeline Ireland
Strands
3rd & 4th Classes cont.
Strand unit: Life in Norman Ireland Strand unit: Life in mediaeval towns and countryside
The child should be enabled to · become familiar with aspects of the lives of these people · examine and become familiar with evidence from the periods studied, especially evidence which may be found locally · record the place of peoples on timelines.
Strand: Continuity and change over time
Strand unit: Food and farming Strand unit: Clothes Strand unit: Homes and houses
The child should be enabled to · identify items of change and continuity in the "line of development" · identify some of the factors which have caused or prevented change · refer to or use appropriate timelines.
Strand: Local Studies
Strand unit: Buildings, sites or ruins in my locality The child should be enabled to · actively explore some features of the local environment · investigate various aspects of these sites · present findings using a variety of media and appropriate timelines. Strand unit: My locality through the ages The child should be enabled to · study a period or periods in the history of the local village, town, city area, townland, parish or county; in · become familiar with important events in the history of the locality, setting local figures or events in the national and international context where relevant.
5th & 6th Classes
Teacher Guidelines: Module 2
Strand: Life. Society, work and culture in the past
Strand: Story Strand unit: Stories from the lives of people in the past The child should be enabled to · listen to, discuss, retell and record a range of stories from the lives of people who have made a contribution to local and/or national life and to the lives of people in other countries through technological, scientific, cultural and artistic activities as well as those who have contributed to social and political developments · become aware of the lives of women, men and children from different social, cultural, ethnic and religious backgrounds, including the lives of "ordinary" as well as "more famous" people · use appropriate timelines. Strand: Early people and ancient societies
Strand unit: Stone Age peoples Strand unit: Bronze Age peoples Strand unit: Early Christian Ireland
The child should be enabled to · become familiar with aspects of the lives of these peoples · examine and become familiar with evidence we have which tells us about these people, especially evidence of these people which may be found locally · record the place of these peoples on appropriate timelines.
Strand: Society, work and culture in the past
Strand unit: Life in Norman Ireland Strand unit: Life in mediaeval towns and countryside
The child should be enabled to · become familiar with aspects of the lives of these people · examine and become familiar with evidence from the periods studied, especially evidence which may be found locally · record the place of peoples on timelines.
Strand: Continuity and change over time
Strand unit: Food and farming Strand unit: Clothes Strand unit: Homes and houses
The child should be enabled to · identify items of change and continuity in the "line of development" · identify some of the factors which have caused or prevented change · refer to or use appropriate timelines.
Module 2: Timeline Ireland
53
LINK AGES ACROSS THE CURRICULUM INFANTS
Strand: Environmental awareness and care Strand Unit: Caring for my locality 1ST AND 2ND CLASSES
Strand: Human environments Strand Unit: Homes and shelter Strand Unit: People and places in other areas Strand: Natural environments Strand Unit: The local natural environment Strand: Environmental awareness and care Strand Unit: Caring for my locality
3RD AND 4TH CLASSES
Strand: Human environments Strand Unit: Settlement: homes and other buildings Strand Unit: Natural environmental features and people Strand: Natural environments Strand Unit: The local natural environment Strand: Environmental awareness and care Strand Unit: Environmental awareness
5TH AND 6TH CLASSES
Strand: Human environments Strand Unit: Settlement: homes and other buildings Strand Unit: Natural environmental features and people Strand Unit: Transport and communications Strand: Natural environments Strand Unit: The local natural environment Strand: Environmental awareness and care Strand Unit: Environmental awareness
INFANTS
Strand: Living things Strand Unit: Myself Strand: Environmental awareness and care Strand Unit: Caring for my locality
SESE Science 1ST AND 2ND CLASSES
Strand: Living things Strand Unit: Myself Strand: Environmental awareness and care Strand Unit: Caring for my locality
3RD AND 4TH CLASSES
Strand: Living things Strand Unit: Human life Strand: Environmental awareness and care Strand Unit: Environmental awareness Strand Unit: Caring for the environment
5TH AND 6TH CLASSES
Strand: Living things Strand Unit: Human life Strand: Environmental awareness and care Strand Unit: Environmental awareness Strand Unit: Caring for the environment
Teacher Guidelines: Module 2
SESE Geography
Strand: Human environments Strand Unit: Living in the local community Strand Unit: People and places in other areas
54
Module 2: Timeline Ireland
I N T E G R AT I O N A C R O S S T H E C U R R I C U L U M
Teacher Guidelines: Module 2
Mathematics
Visual Arts
INFANTS
Strand: Strand: Strand: Strand:
1ST AND 2ND CLASSES
Strand: Shape and space Strand: Number Strand: Data
3RD AND 4TH CLASSES
Strand: Strand: Strand: Strand:
Shape and space Number Data Measures
5TH AND 6TH CLASSES
Strand: Strand: Strand: Strand:
Shape and space Measures Number Data
INFANTS
Strand: Drawing Strand: Construction
1ST AND 2ND CLASSES
Strand: Drawing Strand: Construction
3RD AND 4TH CLASSES
Strand: Drawing Strand: Construction
5TH AND 6TH CLASSES
Strand: Drawing Strand: Construction
INFANTS
Strand: Myself Strand: Myself and the wider world
1ST AND 2ND CLASSES
Strand: Myself Strand: Myself and the wider world
3RD AND 4TH CLASSES
Strand: Myself Strand: Myself and the wider world
5TH AND 6TH CLASSES
Strand: Myself Strand: Myself and the wider world
RANGANNA NAÍONÁN
Snáithe: Éisteacht Snáithe: Labhairt
1 AGUS 2 RANGANNA
Snáithe: Éisteacht Snáithe: Labhairt Snáithe: Scríbhneoireacht
3 AGUS 4 RANGANNA
Snáithe: Snáithe: Snáithe: Snáithe:
Éisteacht Labhairt Scríbhneoireacht Léitheoireacht
5 AGUS 6 RANGANNA
Snáithe: Snáithe: Snáithe: Snáithe:
Éisteacht Labhairt Scríbhneoireacht Léitheoireacht
INFANTS
Strand: Strand: Strand: Strand:
Receptiveness to language Competence and confidence in using language Developing cognitive abilities through language Emotional and imaginative development through language
1ST AND 2ND CLASSES
Strand: Strand: Strand: Strand:
Receptiveness to language Competence and confidence in using language Developing cognitive abilities through language Emotional and imaginative development through language
3RD AND 4TH CLASSES
Strand: Strand: Strand: Strand:
Receptiveness to language Competence and confidence in using language Developing cognitive abilities through language Emotional and imaginative development through language
5TH AND 6TH CLASSES
Strand: Strand: Strand: Strand:
Receptiveness to language Competence and confidence in using language Developing cognitive abilities through language Emotional and imaginative development through language
SPHE
Gaeilge
English
Early mathematical activity Number Shape and space Data