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2004 Phase?Two of In-ServiceTHE RESEARCH STUDY: SUGGESTIONS FROM TEACHERS___________________________________The following suggested titles for the Research Study, as well as the advice on how to guide students, came from groups of teachers during the?Auturm 2004?in-service sessions.1.?Suggested Titles for Research StudyContribution of the Ladies’ Land League to the resolution of the land question The 1917 by-election in North Roscommon Anna Parnell: her role in the land war Kathleen Dirrane, a woman who lived for over 100 years and died recently: study to focus on social patterns exemplified in her life story Women in Ulster politics (with a Donegal connection), 1916-1923 Role of a local figure in the War of Independence Kilmichael Ambush (reviewing conflicting interpretations) The sinking of the Lusitania, 1915 Origins of the county GAA organisation Battle of Jutland, 1916 OL: Sacking of Balbriggan, 1921 Battle of Stalingrad Pearse the educationalist [for OL, Pearse as 1916 leader] Surviving historic house/building e.g. House in Moore St. to which GPO garrison retreated in Easter Week, 1916; Moore Hall; Tyrone Hall: study of house and its importance at a particular time or of people associated with house Events in Dublin, August? 30 and 31, 1913: the actions of the DMP during that weekend The political activities of Maud Gonne The Cleggan disaster, 1927, and its impact on the area and surrounding area Jenny Wyse Power, from the Ladies’ Land League to the birth of the Irish Free State Murder of Fr. Griffin, 20th November 1920, in Galway Political and religious reaction to ‘Mother and Child’ scheme Liam Mellowes and the 1916 Rising in South Galway Captain Boycott Dr. Noel Browne’s role as Minister for Health, 1948-1951 Lady Gregory: her contribution to the literary revival and its local significance Jeremiah Mee and the RIC mutiny at Listowel in 1920 Revolutionary Women in late 19th century Ireland The formation of Castleblayney Faughs Gaelic Football Club Battle of Stalingrad The broadcasts of “Lord Haw Haw” during WWII Eoin O’Duffy’s career as a patriot prior to his involvement with the Blueshirts The GAA ban on Foreign Games, 1886 to 1924 Maud Gonne and Inghinnidhe na hEireann Brendan Corish and the Labour PartyIn outlining the above topics, teachers indicated paticular materials or approaches that they would recommend to students, such as published works, primary sources, local newspaper archives, biography, radio archives, interviews with older people, taped interviews with eye-witnesses, yearbooks, newspapers, club history, local history publications, memoirs, internet site, transcription of oral sources and biographical dictionaries._______________________________2. Advice for Teachers relating to Student Work on Research StudyThe material has been presented as written by teachers and there is a slight overlap between some elements.Take care with title and focus Organise library visit Narrow focus Clearly defined title Limited sources Specific focus Ensure wide availability of sources Encourage student-driven work rather than teacher-driven Watch out for bias Try to find contrasting sources that show different perspectives Look for most recent opinion on, e..g., Pearse Review suitability of subject Read Guidelines carefully Identify possible areas of interest as course is being taught If biographical study, start with obituaries or entries in biographical dictionaries Set deadlines Gradual step by step: title, list of paragraphs, 1 paragraph at a time Check reliability of sources Narrow focus, in-depth study Be aware of need for historical significance Make sure there’s plenty of sources available Make sure the subject is one that is interesting to the student Not too broad Make sure you have access to sources Make sure you are personally interested Do some background work in pre-Leaving Cert. year Be alert for students submitting work that is not their own Give them time to begin research in 5th year Set deadlines It takes a lot of time outside of class. Be ready! It is a really worthwhile undertaking. Make students aware from Day 1 Start on time. Work to deadlines. Define the title. Narrow the focus. A good story! Straightforward topic. Make sure there are sources available. Start early Define title clearly Keep focus narrow. Keep focus of subject narrow Work under definite headings Ask student to choose various subjects initially before settling on one Try to find connection between preferred subject and local area Pose questions in deciding on subject which will be answered in course of research Have clear aims and objectives before commencing substantive research Be clear on intended approach Make sure conclusions arrived at address questions raised in Outline Plan May be useful to adopt a modular approach to work on RS, devoting intensive whole-class time to it Importance of title – focused, accurate Selection of subject by student should genuinely match interest Range of sources used should be varied and reflect emphasis on varieties of sources of evidence in syllabus Important to include objective sources Bear availability of sources in mind in selecting subject Focus must be on historically significant subject Find sources first before any substantive research Encourage originality, as wide range of perspectives are covered in syllabus. Limit time spent solely on research – emphasise to students that Report will be assessed. Need for revision as work is ongoing Choose substantial subject and avoid obscure, trivial titles? – play it safe! Ensure sources are easily accessible and not obscure Encourage students to choose subjects which teachers can readily authenticate Keep subject pitched at student’s level Break down Report into targets which can be achieved incrementally Narrow focus especially through restriction of date parameters Have trial run with mini-project in Transition Year Access local sources Have sufficient copies of pro-forma booklet for practice/early drafts Begin process early – initiate student interest Never suggest title/subject – let students come up with their own! Forge links with local history society Keep title simple for OL Access language-appropriate sources so students will not have difficulty reading them Always maintain focus on achieving aims laid down in Outline Plan Bear Learning Outcomes in mind throughout process. Show them in writing of Report Be clear on what constitutes a valid source How should experience of field trip/museum visit best be incorporated? In Review in Extended Essay? Think about how marks are allocated for various parts of Report Important to clearly define title at outset Teacher needs to play role in keeping student motivated, focused Deliberately choose source(s) which is biased, subjective – enables sources to be compared and contrasted Individual subjects for each student in class group Keep research contained – not too ambitious but disciplined and centred on aims laid down in Outline Plan No plagiarism Stress that each student’s subject is his/her own responsibility Have short and long-term goals Keep record of web addresses utilised Biographies or personality-centred subjects interesting and accessible especially for OL students OL students could be encouraged to choose personality they like, admire or are interested in; or are familiar with from JC syllabus Useful to choose source of which you are critical Employ range of sources to include documentary, multi-media etc. Need to tutor OL students specifically about appropriate sources Writing frames could be useful for OL students Keep focus through concentrating on one perspective eg, military, political etc. Be mindful of sub-headings in Report Write to parents to make them aware of student’s work and to encourage support Timetable History classes for ICT room Impose mini-deadlines for stages of work Choose less-cliched subjects Choose country to give focus to subject Important to evaluate sources on ongoing basis Keep emphasis on real people eg comparing ages etc. OL could focus on concrete personality for which sources are readily available Keep sources in mind in writing Extended Essay Range of different secondary sources Allow students to engage in general research from which title will emerge. Title itself not immediate priority Teacher should keep as many sources as possible from each student so as to build up school library Provide photocopied sources for weak students Choose subjects from personal interest – this should also be considered suitable justification for choosing particular subject Do not overload with sources, can deter from focus on aims Be mindful of practicalities – time-limits on phases of study – be realistic Set deadlines for each stage Emphasise that 3 sources enough at HL – even sufficient to focus on relevan chapters of a book Train students in skills of note – taking, selecting relevant quotations Be aware of range of source material, including newspaper, web articles, documentaries Teacher familiarity with students’ subjects and sources an advantage Focus on key words in Outline Plan: what are you going to achieve, why are you doing it and how will you do it Regularly monitor students’ progress – don’t let them ‘drift’ Make use of visual sources Be aware of difficult concepts which students may encounter at OL eg socialism Be thinking about title in 5th Year Help students to practise art of summarisation Tutor students on using Internet productively Make drafts repeatedly ................
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