2004 Phase Two of In-Service
THE RESEARCH STUDY: SUGGESTIONS FROM TEACHERS
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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 Study
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Contribution 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 Party
In 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 eyewitnesses, yearbooks, newspapers, club history, local history publications, memoirs, internet
site, transcription of oral sources and biographical dictionaries.
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2. Advice for Teachers relating to Student Work on Research Study
The material has been presented as written by teachers and there is a slight overlap between
some elements.
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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
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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 wholeclass 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
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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