Chronicles

Junior Cycle History

Activity book

Jennifer Browne and Christian O’Connor Name: Class:

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The Educational Company of Ireland

2023

Please contact your Local Edco Representative to book a presentation and request a sample copy, Ph: 01-4500611, Email: info@edco.ie, Website: www.edcopublications.ie

Chronicles is a fresh, new, student-friendly package for Junior Cycle History.

It provides a path for students to acquire the historical skills, understanding and knowledge required for the Junior Cycle course and the Final Exam.

Junior Cycle History

: Chronicles – Strand

The Chronicles package includes a:  Student Textbook

investigate the lives of people in [ancient Rome], the actions and/or explaining how achievements of that [the Roman [the Roman contributed to the ] civilisa ] civilisa tion tion history of Europe and/or the wider world

The Roman Empire was an ancient civilisatio about 1,000 years. n that ruled much The Romans expande of Europe for d from the city of military campaigns.

Rome by launchin There is much to g admire about the major cities. They Romans designed stunning buildings. They establish . They founded life that continue s to influence people ed a way of today. For instance underfloor heating , they developed and indoor plumbin g. There is also much Romans. They treated to criticise about women poorly. They the kept slaves and treated them cruelly.

3.14, 1.1, 1.4, 1.3, 1.5, 1.4, 1.6, 1.5, 1.7, 1.6, 1.9, 1.8, 1.7, 1.10,1.9, 1.111.10, 1.11

Key words Aqueduct A channel used to carry water over land.

Catacombs Undergrou nd passageways and chambers

by Christians for burials. used Cena The main meal of the day.

Circus Maximus An oval-shape d stadium built for chariot racing.

Citizens Romans with legal rights, including the right to vote.

Consuls The two most powerful Roman Republic. They held political officials of the office for one year and agree decisions. had to Dole Free grain given to the poor.

Domus The private house of a patrician family.

Emperor The supreme ruler of an empire.

Empire A group of colonies (territories) controlled by a single ruler or government.

Gladiators Trained fighters who battled other gladiators public contests. in Insulae Apartment blocks occupied by plebeians.

Legionaries Regular soldiers in the Roman army.

Manumission Gaining freedom from slavery.

Patricians Rich nobles, including wealthy landowner made up a small percentag s. They e of the Roman population .

Plebeians Poor working-cl ass people, including soldiers, farmers, craftsmen and labourers. They made up the majority of the Roman population .

Polytheism Worshippi ng many gods.

Republic A society without a king or queen. It is governed elected representatives of by the people.

Tunic A dress-like garment worn by men and women.

Chapter timeline

Sources Written

753 bc – Traditional date

for the foundation of Rome

Examples

life in ancient Rome?

❯ Works by Roman writers, including Pliny the Younger Caesar, Tacitus, , Julius Seneca and Virgil ❯ Books written by historians, including Philip Matyszak’s Ancient Rome on 5 Denarii a Day (2007) and Mary SPQR: A History Beard’s of Ancient Rome (2015) ❯ Murals

Visual

Mosaic from a house entrance in Pompeii. Cave Canem is Latin for ‘beware of the dog’.

❯ Mosaics

73

bc – Spartacus leads a slave rebellion against the Romans

44 bc – Dictator Julius Caesar is assassina ted

becomes the first

ad 43 – Emperor Claudius begins an invasion of Britain

(destroy) Rome

sack

Mural: a wall painting .

Mosaic: a wall or floor decoration made from small pieces of glass, stone or tile.

Dictionary Monarchy: a system of government that king or queen as has a its ruler.

AZ

Tyrant: a ruler who has unlimited power people and uses it unfairly and cruelly. over the Corruption: the use of power for someone’s own selfish benefit.

Civil war: a war between different groups of people who live in the same country.

The Roman Republi c lasted for about 500 years. It was elected consuls run by two . To prevent corrupt ion, the consuls decisions and would had to agree serve for only one year. They were advised an elected group called the Senate by . In 27 bc, after a became the first series of civil wars, emperor (suprem Octavian (later called e ruler) of Rome.

Rome was ruled Augustus Caesar) by emperors until its collapse in ad 476.

ad 80 – Emperor Titus opens the Colosseu m in Rome

ad 285 – Emperor Diocletian divides the empire into the Western Roman Empire and the Eastern Roman Empire (also known as the Byzantine Empire)

ad 410 – The Visigoths

Rome began as a collection of small farming villages hills near the River on seven Tiber around 1000 bc. The villages joined together. eventually By 753 bc the city of Rome had emerge started as a monarc d. It hy In 509 bc the Romans and was ruled by a line of seven kings. expelled King Tarquin Rome became a for being a tyrant. republic.

Augustus Caesar) Roman emperor

AZ

Dictionary

❯ Buildings such as the Colosseu m and the Pantheo ❯ Infrastructure n in Rome such as the Pont du Gard aqueduc t in France ❯ Objects such as coins, weapon s, tools and pottery

2.1 The rise of Rome

27 bc – Octavian (later

ad 64 – The Great Fire of Rome leaves the city in ruins

ad 79 – Mount Vesuvius erupts, destroyin g the towns of Pompeii and Herculaneum

Tactile

509 bc – King Tarquin loses his throne; Rome becomes a republic

The Romans created an empire. They conque red the rest of Italy, most of Europe and parts of the Middle East and northern Africa. They divided these conquered lands into provinces.

Each province was run by a governor. Governo rs of senatorial province s were chosen by the Senate.

Governors of imperial provinces were chosen by the emperor.

c. ad 165 – The Antonine Plague breaks out in the empire

ad 476 – The Western Roman Empire collapses

ad 1453 – The Ottoman Turks capture the Constantinople, city of marking the end of the Eastern Roman Empire

 Knowledge-rich chapters allow for in-depth study and facilitates students’ natural curiosity Chronicles Chapter

How do we know about

PowerPoint

Life in ancient Rome Chapter overv iew

Sources

❯ Consider the origins of the city of Rome ❯ Investigate the everyday lives of people in ancient ❯ Explore developm Rome ents in health and punishment medicine or crime and ❯ Discover how the achievements contributed to of ancient Rome history

 Student Activity Book

Student Textbook

world

Learning intentions In this chapter you will:

 Free Digital Resources

Europe and the wider

Learning outcomes 3.1

 Teacher’s Resource Book

three: The history of

Life in anc ient Rom e

Provinces of Rome, ad 117. Why are maps useful sources of informa tion?

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Chronicles Chapter

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 Aligned to the specification with relevant Learning Outcomes and student-friendly Learning Intentions listed at the start of chapters  Accessible language caters for varying levels of reading ability

Junior Cycle History

: Chronicles – Strand

Working with eviden

 Difficult words are explained using Dictionary Boxes and Key Words are defined and highlighted in the text

Examine the paintin

three: The history of

ce

g and answer the

Leonardo da Vinci’s

Europe and the wider

? questions.

The Last Supper

1 Describe what is happening in the painting.

2 Do you agree that the figures in the painting are lifelike? Explain.

3 Mention one painting techniq ue used in the painting 4 Name two other . paintings by Leonard o da Vinci.

5 Give one reason why paintings are useful sources of information for historians.

 Working with Evidence questions include a wide variety of primary and secondary sources

world

Check your learning

1 Why is Leonard o da Vinci considered a ‘Renaiss ance man’?

2 Who was Andrea del Verrocchio?

3 Where is The Virgin of the Rocks stored? Explain.

4 Why, do you think, are people fascinated by the Mona Lisa?

5 Why did artists dissect dead bodies?

6 What is mirror writing?

Think like a historia

n

7 Give three reasons why Leonardo da Vinci is considered one of the greates t artists of the Renaissance.

Remarkable Women

Sofonisba Anguissola

Sofonisba Anguis sola (c. 1532–16 25) is perhaps the female painter of most well-known the Renaissance.

She was born into family in Cremon a noble a, Italy. When she was fourteen, her her in the studio father placed of local artist Bernar dino Campi. Being was not allowed to be an apprent a girl, she ice; instead, she guest. She spent was a paying three years studyin g with Campi. Her was portraiture. chosen field She exchanged drawings with Michela was impressed by her talent. Philip ngelo, who II of Spain hired painter. Later, she her as a court spent time in Genoa and Palermo. Her famous painting s include The Chess most Game, showing playing chess with Sofonisba her sisters, and Self-portrait at painted portrait the Easel. She s of Queen Elisabet h of Spain and Princes of Austria. She inspired s Joanna other women to work as artists.

 A strong emphasis on women’s invaluable contribution to and significant role in history

Working with eviden

 Activate a Key Skill boxes enable students to develop the key skills of Junior Cycle 76

Chronicles Chapter

The Chess Game

by Sofonisba – note the emotions shown on their faces

ce

Amilcare Anguis sola was Sofonis ba’s father. This over her progres extract provide s as a painter. Read s insight into his the extract and influence answer the questio ns below.

Keen on promoti ng his daughter, Amilcare gave her [business cards] paintings and drawing to anyone who might be a potentia s away like calling woman to the 82-year l patron or tutor. cards -old Michelangelo, He sent a sketch happened, had who responded of a laughing a drawing ready by asking for a crying of her brother, bitten so impressed that boy.

Sofonis ba, as it by a crab as a sister he began sending looked on. Michela her his own drawing she journeyed to ngelo was Rome to meet the s to copy or rework ageing master. Their as exercises, and style, helping her in 1554 relationship noticea attract the attentio n of Cremona’s bly turn, recommended influenc ed Sofonisba’s overlords [the local her to the recently ruling family] in and lady-in-waiting enthroned Philip Milan. They, in II of Spain, who for Elisabeth of was looking for Valois, his new child a court artist bride of 14. In Sofonis Source: From Renaissanc ba he found both. e People, copyright © 2011 Robert C. Davis and Beth Lindsmith.

Reprinted by kind 1 Do you think permission of Thames that Sofonisba’s & Hudson, Ltd., London father was support reference to the ive of her painting source. ? Support your answer 2 How did Michela with ngelo influence Sofonisba’s progres to support your s as a painter? Give answer. information from 3 Is the extract the source from a primary or secondary source?

Explain.

?

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The Educational Company of Ireland Please contact your Local Edco Representative to book a presentation or request a sample copy, or Ph: 01-4500611, Email: info@edco.ie, Website: www.edcopublications.ie

THE COMPLETE PACKAGE FOR JUNIOR CYCLE HISTORY  A focus on CBAs with sample CBAs within the text and a dedicated chapter providing a step-by-step guide to completing each CBA

Junior Cycle History: Chronicles

The Gateway

Chronicles Chapter 03_new.indd

Introduction The monastery at Glendalough in County Wicklow was founded

by St Kevin in the sixth century. It became a thriving ‘university city’ that attracted scholars from Ireland and all over Europe. Today, the site is a ruin. It is famous for its impressive building remains, including a magnificen t round tower and St Kevin’s Church. Most of the surviving buildings were constructed between the tenth and twelfth centuries.

The building

remains of Glendalough

monas tery

2

‘Glendalough: History, Monuments and Legends’, The Columba Press, 2012

www.monastic.ie/histor y/glendalough (accessed on 5 December 2021)

Identify the key design features of the surviving buildings.

3 Describe the uses of the different buildings.

4 Discover whether the buildings have changed or been restored.

5 Explain why the site is historically important.

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Cite additional

sources of information.

St Kevin’s Bed

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Life in Nazi Germany

Sources

This extract describes a clash between Nazi storm troopers and their political early 1930s. Read the extract and answer the enemies in the questions that follow.

A particularly graphic, though by no means untypical, account of stormtrooper provided by a schoolteach activities was er, born in 1898, who had fought in the war and, after activities in the early 1920s, far-right joined the Nazis in 1929.

He was called up one evening brownshirt group to defend with his a Nazi rally in a nearby town against the ‘reds’: ‘We all gathered at the entrance of the town and put on white armbands, and then hear the thundering marching you could of our column of about 250 men. Without weapons, sticks, but with clenched without fists, we marched in strict order and iron discipline and screaming of the crowds into the catcalls before the meeting-hall.

They had sticks and fence-boar their hands. It was 10 o’clock ds in at night. With a few manoeuvre pushed the crowd against s in the middle of the street, the walls to clear the street. we Just at that moment, a through with a small truck carpenter drove and a black coffin in it. As he went by, one of us said: whom we can put in there.’

‘Well, let’s see The screams, cries, whistles and howls grew ever more intense.

The two rows of our column stood still, charged up with energy. A signal, and we into the hall where a few go marching hundred rioters are trying to shut up our speaker. marching in step along We came just in time, the walls until we had closed the ring around them, leaving only at the entrance. A whistle an opening sounds. We tighten the ring. Ten minutes later … them out into the fresh we had put air.’

 A Guide to the Final Exam based on the 2022 SEC Exam paper includes an answer guide, marking scheme and exam tips

Source: Richard J. Evans,

The Coming of the Third

Reich, Penguin Books,

2004

(a) What evidence is there that the Brownshirt group was determined to defend the Nazi rally? (b) How did the crowd react to the arrival of the Brownshirts outside the meeting-hall? (c) How did the Brownshirts succeed in imposing their will inside the hall? (d) Name a fascist country and its leader that you studied as part of your Junior Cycle course.

History

Student Activity Book

(e) Give two reasons why the fascists became popular in this country. (f) Explain two methods used by this leader to maintain power. (g) Account for the life of women or children in this fascist country.

Chapter summary

Go to www.edco.ie/chronicle s for an interactive quiz based on this chapter.

 The Student Activity Book includes a range of engaging and fun activities to be completed in conjunction with the textbook Chronicles Chapter 15.indd

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 It is also source-based and includes many primary and secondary resources which students can evaluate to prepare for exams Junior Cycle

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nt. (9) an parliame Across: of the Germ 3 Name symbol. (8) (4, 11) 6) 6 The Nazi Triumph of the Will.

1923. (4, 4, of 1920s. (6) Bavaria in nt in the 8 Director power in governme pt to seize 9 Germany’s to the Nazi attem Party. (5, 7) ers’ e given 10 Nam German Work der of the Foun 11 ers. (11) troop storm tify Hitler’s Down: used to iden 6) e. (8, 3) 1 A term (4, greeting. to rule by decre 2 The Nazi the power erence. (10) gave Hitler Peace Conf ice. (12) 4 Law that the Paris military serv Three’ at 5 Forced of the ‘Big member 7 French

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www.chronicles.ie

sources of information.

www.megalithicireland .com (accessed on 5 December 2021)

43

Sample exam question

of s h p a tt e rn T h e E n g li t in Ir e la n d s e tt le m e n

Cite your main

❯ Source 3: Megalithic Ireland,

Source 4: Frank McNally, ‘The Birdman of Glendalough – An Irishman’s Diary about St Kevin’, The Irish Times, 31 May 2018

A hermit, he slept in a metre-high cave (‘St Kevin’s Bed’) on the side of a steep hill.

He wore only animal skins. And he threw them off in winter to immerse himself for hours in the freezing lake below or, for a similar effect in summer, to plunge himself into forests of nettle.

It’s possible that, in common with other hermits, he didn’t like people much. If so, it was his misfortune as a famous holy man to attract followers.

He escaped them as long as he could. Then he relented, and a monastic community grew up around him, gradually populating Glendalough Valley.

It was, as Thomas Cahill writes in How the Irish Saved Civilisation, ‘a kind of university city, to which came thousands of hopeful students first from all over Ireland, then from England, and at last from everywhere in Europe’.

Chronicles Chapter 03_new.indd

How did you find your sources of information?

Main sources

Origins of Glendalou gh monastery

12/12/22 4:35 PM

Research approach To gather primary and secondary sources for my project, I searched the internet, went to my local library in Wicklow and experienced a guided tour of Glendalough monastery.

❯ Source 2: Monastic Ireland,

Account for the origins of Glendalough monastery.

The following source is an extract from a newspaper article.

It gives an account of how St Kevin came to be the founder of the monastery at Glendalough.

Example of how to include an extract from a written source.

St Kevin’s Cross

 Exam-focused content with Sample Exam Questions

Early Christian Ireland

❯ Source 1: George McClafferty ,

Research aims

1

Quotes

from one or more of your main sources should be included in the main body.

44

Z

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What is the subject of your research project?

Why is it historically significant?

St Kevin’s Church

Glendalough Round Tower

place

Title with a narrow focus.

List the questions that your project aims to answer.

Glendalough Round Tower The Glendalough Round Tower is thirty metres in height. It was built and mortar (a mixture using blocks of stone of sand, lime and water). The walls are door is three metres about one metre thick. above the ground.

The According to George of the doorway, so McClafferty, ‘The position high up, may have been for security, stored there or maybe both for protecting even the monks themselves the valuables tower is conical in in times of attack.’ shape. The roof we The roof of the see today was rebuilt Office of Public Works from fallen stones in 1876. The original by the roof was destroyed by lightning in the 1600s.

 Think like a Historian questions challenge students to use key information to think critically

cient

3.4 CBA 1 showcase: The past in my Add visual sources such as photographs.

The photographs here are primary sources.

Sanctuary Stone

St Kevin’s Church This building is popularly known as ‘St Kevin’s Kitchen’ because its belfry resembles a chimney.

The belfry is in fact a miniature round tower. It is three storeys high and has an internal diameter of one metre at the base.

A standout feature of the building is the stone roof, which was built using the corbelling technique of overlapping stones.

 Includes a variety of questions aimed at recalling information, improving key skills and exam preparation

iewRome

– Strand two: The history of Ireland

The Gateway Glendalough monastery was at one time enclosed The Gateway was by a circular stone an entrance. It is wall. a square building Originally, it was a with two archways. two-storey building.

The gatekeeper lived floor. Just inside the on the top Gateway is the Sanctuary Stone, which marks boundary of Church the law. An unusual curved cross is inscribed Any criminal who on this stone. passed this marker was guaranteed protection within the site. or sanctuary

History Alive

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JUNIOR CYCLE HISTORY Teacher’s Resource Book The Chronicles Teacher’s Resource Book will help you plan your lessons more easily and contains:  Planning support – units of learning and scheme of work/yearly plans  Solutions – to the textbook knowledge retrieval questions and activity book questions  Supplementary resources – additional Working with Evidence (Sources) questions, word scrambles and thinking quilt activities for students  Digital resources – listings of all digital resources per chapter as well as Digital Tools for learning, Virtual Field Trip and useful Weblinks  The Teacher’s Toolkit – this contains advice on Teaching strategies including:  Framework templates and knowledge organisers  Read history for pleasure  Documentaries and movies  Reading list for subject knowledge Digital Resources

Teachers and students can access the Chronicles interactive e-book at www.edcolearning.ie, plus a bank of free digital resources, including: › Solutions and editable planning documents › Editable PowerPoint presentations and chapter summary documents › A wide range of video and audio material, including documentaries, biographies and accounts of ordinary people in history › Quizlet activities, video worksheets, useful websites and graphic organisers.

The Authors Christian O’Connor Christian is a History teacher at post-primary level. He is a history pedagogy lecturer in the School of Education, UCC. He is a former Chairperson of the Cork HTA and is a regular presenter at their seminars.

He is well known for his website, juniorcyclehistory.ie, and his Twitter account, @Hist_Matters.

Jennifer Browne Jennifer is an English and History teacher at post-primary level. She is a history advisor for Junior Cycle for Teachers (JCT). She is known for her Twitter account, @MsJBrowne.

The Educational Educational Company Company of of Ireland Ireland

2023

Please Pleasecontact contactyour yourLocal LocalEdco EdcoRepresentative Representativeto tobook bookaapresentation presentationor and request a sample copy, request a sample Email: copy, Ph: 01-4500611, Email: info@edco.ie, Website: www.edco.ie Ph: 01-4500611, info@edco.ie, Website: www.edcopublications.ie