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Four Nations, One History? A Curriculum Fit For A Society Struggling Out Of Conflict?. Alan McCully University of U lster. NI Curriculum: The ‘Big Picture’.

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Four nations one history a curriculum fit for a society struggling out of conflict

Four Nations, One History? A Curriculum Fit For A Society Struggling Out Of Conflict?

Alan McCully

University of Ulster



The aspiration over time is to enhance and deepen [students’] capacity to understand complex issues relevant to their lives – especially in living in Northern Ireland – and to be able to access and manage information effectively. To be critical of evidence, to think flexibly and creatively, to solve problems, and make reasoned and responsible judgments and decisions based on weighing up the evidence available.Carmel Gallagher, ex CCEA.


Social Democracy [students’] capacity to understand complex issues relevant to their lives – especially in living in Northern Ireland – and to be able to access and manage information effectively. To be critical of evidence, to think flexibly and creatively, to solve problems, and make reasoned and responsible judgments and decisions based on weighing up the evidence available.

Critical Thinking

Inter-connected learning

Active Pedagogy

Relevance to 21 C.


Investigate the long and short term causes and consequences of the partition of Ireland and how it has influenced Northern Ireland today including key events and turning points


Investigate how history has been selectively interpreted to create stereotypical perceptions and to justify view and actions

Slavery?

Apartheid?

Holocaust?

Distancing

The NI Troubles?


Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy

Mandela?

Gandhi?

King?

Sands?

Paisley?

Hume?

Trimble?


Investigate critical issues in history of historical figures who have behaved ethically or unethically

Atomic bomb?

Appeasement?

The final solution?

Use of terror / guerrilla war?


Emerging issues
Emerging Issues who have behaved ethically or unethically

  • Too radical?

  • Relevance interpreted as activity

  • Blurring with Citizenship

  • Distance as avoidance

  • Teacher deficit


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