Learning Through History Irish Famine, Ottoman And Russian .
Learning Through HistoryFocus: Irish Famine, Ottoman and Russian Oppression, & Ethiopian FreedomUnit 1 - Day 1Reading about HistoryIRead about history in the following resource:The Story of the World: Vol. 4 p. 123 – topof p. 127After today’s reading, orally narrate or retell toan adult the portion of text that you read today.Use the Narration Tips in the Appendix forhelp as needed. Some possible key words toinclude in your narration might be GreatBritain, Ireland, Protestant, Catholic,Parliament, rotting potatoes, blight, starving,landlords, Corn Laws, Robert Peel, WilliamGladstone, and Home Rule Bill.Key Idea: After King Henry VIII of Englandclaimed Ireland in 1541, a quarrel beganbetween the two countries that lasted hundredsof years. Much of the quarrel had to do withreligion. The famine in 1845 magnified thequarrel.StorytimeT/IRead the following assigned pages:Under the Hawthorn Tree p. 1-15After today’s reading, photocopy the two“Bookmark” pages from the Appendix. Placethe copied pages back-to-back and staple themtogether at the 4 corners. Then, tri-fold thestapled page into thirds to make a bookmark.Save the bookmark in your book until Day 2.Key Idea: Relate to the text in various ways.TimelineIYou will be adding to the timeline in yourStudent Notebook today. In Unit 1 – Box 1,draw and color a potato. Label it, Great IrishPotato Famine (1845-1852 A.D.).In Box 2, draw and color an iron fist. Label it,Dom Pedro II Rules in Brazil (1841-1889 A.D.).History ProjectSIn this unit, you will do an activity to glimpselife under the rule of a dictator. A dictator isone who rules with absolute power. Get 6index cards. Number the cards from ‘1’-‘6’.Copy the following numbered freedoms on thematching numbered card: 1) Select music forlistening, 2) Pick which clothes to wear for theday, 3) Select which book to read for freereading, 4) Choose how to comb your hair,5) Decide what to do for a profession, 6) Planhow to use your free time. Save the cards.Key Idea: By the time of the famine, Irelandhad merged with Great Britain and was ruledin London. Many in Ireland wanted to be free.President StudyIRead p. 4-5 in Our Presidents. Then,open your President Notebook to GeorgeWashington. Use today’s reading to help youcomplete the information about Washington.Key Idea: Research George Washington.In Box 3, draw and color a regal crown asshown on the banknote in Box 5. Label it,Alexander II Assassinated – Alexander IIIBecomes Czar (1881 A.D.).Key Idea: As Irish immigrants fled from thefamine in Ireland, Dom Pedro was ruling inBrazil. Alexander II’s father, Nicholas I, wasruling in Russia at that time.Independent History StudyIOn p. 33 of the United States History Atlas,find the states with the highest foreign-bornpopulation (immigrants). During the years offamine in Ireland, nearly 1,000,000 Irishimmigrants came to the U.S. Theseimmigrants settled mainly in Boston and NewYork at first. By 1850, 43% of the foreign-bornpopulation in the U.S. was Irish.Key Idea: Most Irish immigrants wereCatholic, which caused Catholicism to rise inthe U.S. This triggered some of the sameproblems between Protestants and Catholics inthe U.S. that there had been in Ireland.
Learning the BasicsFocus: Language Arts, Math, Bible, Nature Journal, and ScienceUnit 1 - Day 1Bible Quiet TimeINature JournalRead the assigned pages in the resource below.Nature Drawing & Journaling p. V“Introduction” – p. 5Bible Study: Read and complete the assignedpages in the following resource:Faith at Work: Lesson 1 – Day One p. 1After reading, make a list of any neededsupplies from p. 4-5. Discuss the list with yourparent. It is important to note that there areblank pages in the back of Nature Drawing &Journaling that can be used for lessons.Key Idea: Introduce nature journaling.Language ArtsISHelp students complete one lesson from thefollowing reading program:Drawn into the Heart of ReadingHelp students complete one English option.Progressing With Courage: Lesson 1Prayer Focus: Photocopy “Preparing YourHeart for Prayer” from the Appendix. Refer tothe questions for praying with adoration.Then, pray a prayer of adoration to worshipand honor God. After your prayer, write‘adoration’ at the bottom of today’s lesson inFaith at Work above Day Two. Next to‘adoration’, either list key phrases or write asentence to summarize your prayer. This willbe your prayer log. Last, place the copy of“Preparing Your Heart for Prayer” inside yourBible.Scripture Memory: Read aloud Romans12:1 three times from your Bible.Music: Read p. 15-16 in Hymns for a Kid’sHeart. Refer to p. 18 as you sing with Track 1“Praise to the Lord, the Almighty” (verse 1).Key Idea: Introduce the study of Romans.Progressing With Courage: Lesson 67(Save Written Exercises ‘B’ for Day 2.)Your own grammar programMath ExplorationWork with the students to complete one of thewriting options listed below:SChoose one of the math options listed below(see Appendix for details).Write with the Best: Vol. 2 Unit 3 – Day 1p. 25 (A newspaper or magazine article isneeded.) Note: Units 1 and 2 are omitted.Singapore Primary Mathematics 6A/6B,Discovering Mathematics 7A/7B, 8A/8B,No-Nonsense Algebra or Videotext AlgebraYour own writing programYour own math programKey Idea: Practice language arts skills.Key Idea: Use a step-by-step math program.Science ExplorationIRead Exploring the World of Chemistry p. 4-10. After reading the chapter, turn to p. 11 of Exploringthe World of Chemistry. Write the answer to each numbered question from p. 11 on lined paper. You donot need to copy the question.Key Idea: Iron, tin, and lead are metals that have been used for centuries. Cast iron, steel, and wroughtiron have differing amounts of carbon. Bronze and pewter are alloys that use tin. Lead is a heavy ancientmetal.
Learning Through HistoryFocus: Irish Famine, Ottoman and Russian Oppression, & Ethiopian FreedomUnit 1 - Day 2Reading about HistoryIRead about history in the following resource:The Story of the World: Vol. 4 p. 134-144After today’s reading, open your StudentNotebook to Unit 1. Use colored pencils tocolor the postcard in Box 7 of Abdulhamid IIand his home in Salonika. Abdulhamid washeld under house arrest in this home, afterbeing deposed by the Young Turks in 1909. Hewas the last dictator-type Ottoman sultan.Write your own caption under the postcard toconvey the significance of the card’s image.Key Idea: While Pedro II was ruling in Brazil,Abdulhamid II was ruling the OttomanEmpire. He ruled with an “iron fist” from1876-1909, crushing rebellion and earning thenickname “Abdulhamid the Red”.StorytimeRead the following assigned pages:Under the Hawthorn Tree p. 17-38Get the bookmark you made on Day 1. Findthe section of the bookmark that has only twooptions at the bottom. At the top of thissection of the bookmark, write the book titleand the page numbers you read today. Selectone of the two options at the bottom and placea checkmark next to it. In the blank spaceunder today’s pages, respond in writing usingyour checked option. Keep the bookmark inyour book.Key Idea: Relate to the text in various ways.Worthy WordsHistory ProjectSGet the cards that you copied on Day 1. Youneed cards ‘1’, ‘2’, and ‘3’ today. Enlist the helpand oversight of a parent. Then, go to theshortest person in your home (excluding aninfant). This person is the dictator withabsolute power for today’s cards. Have the“dictator” read card ‘1’ and select the music youmust listen to today. You may only listen tomusic that the dictator selects. Next, read card‘2’. The dictator will select an outfit for you towear from your closet. You must wear ittoday. Then, read card ‘3’. The dictator willselect the book you must read for free reading.Key Idea: Abdulhamid II was a dictator.T/ITOpen your Student Notebook to Unit 1 – Box 8.You will read, analyze, and evaluate thisspeech. After reading the speech, answer thefollowing questions on an index card: What aresome of the main topics in the speech? Canyou elaborate on the reason why Bordencompared Canada and Brazil? How has yourknowledge and understanding of Brazilchanged after reading the speech? What isyour opinion of Dom Pedro I and II? Next,meet with a parent to have a Socratic dialogueabout the speech. A Socratic dialogue is one inwhich the participants come prepared to sharetheir thoughts, feelings, and opinions about thespoken/written word. Before beginning thedialogue, the parent reads Box 8 out loud.Next, discuss the questions using your notes.All participants should use life experiencesand/or the text to support their responses.Key Idea: Dom Pedro II ruled Brazil 48 years.President StudyIOn The Presidents DVD Volume 1, selectthe Chapter “Washington to Monroe” andwatch only Program 1: George Washington.Then, open your President Notebook to GeorgeWashington. Use today’s viewing to addfurther information about George Washington.Open your Student Notebook to Unit 1. Choosean important part of the speech from Box 8 tocopy in quotation marks in Box 6. Write thename of the speaker at the bottom of Box 6.Key Idea: Research George Washington.Key Idea: Brazil is a South American country.Independent History StudyI
Learning the BasicsFocus: Language Arts, Math, Bible, Nature Journal, and ScienceUnit 1 - Day 2Bible Quiet TimeTBiblical Self-ImageThe Biblical Worldview of Self-Image Studylisted below is scheduled twice weekly for youand your child to do together. Our plansintend for the listed pages in Who Am I? AndWhat Am I Doing Here? to be read eithersilently by both you and your child, or readaloud to the child by you. This study also hasmuch to be gained by discussion, as it providesan excellent opportunity to share what youbelieve. Read and discuss with the students thefollowing pages in the resource below.Who Am I? And What Am I Doing Here?p. 15-16Key Idea: Introduce the worldview study.IBible Study: Read and complete the assignedpages in the following resource:Faith at Work: Lesson 1 – Day Two p. 1-2Prayer Focus: Get your copy of “PreparingYour Heart for Prayer” that you placed in yourBible on Day 1. Refer to the questions forconfession. Then, pray a prayer ofconfession to admit or acknowledge your sinsto God. After your prayer, write ‘confession’ atthe bottom of today’s lesson in Faith at Workabove Day Three. Next to ‘confession’, eitherlist key phrases or write a sentence tosummarize your prayer. Last, place the copy of“Preparing Your Heart for Prayer” inside yourBible.Scripture Memory: Memorize Romans 12:1from your Bible and recite it.Language ArtsSHave students complete one studied dictationexercise (see Appendix for directions andpassages).Music: Refer to p. 18 in Hymns for a Kid’sHeart as you sing with Track 1: “Praise to theLord, the Almighty” (verse 1).Key Idea: Introduce the study of Romans.Help students complete one lesson from thefollowing reading program:Math ExplorationDrawn into the Heart of ReadingHelp students complete one English option.Progressing With Courage: Lesson 2Progressing With Courage: Lesson 67(Written Exercises ‘B’ only)Your own grammar programKey Idea: Practice language arts skills.SChoose one of the math options listed below(see Appendix for details).Singapore Primary Mathematics 6A/6B,Discovering Mathematics 7A/7B, 8A/8B,No-Nonsense Algebra or Videotext AlgebraYour own math programKey Idea: Use a step-by-step math program.Science ExplorationIRead Exploring the World of Chemistry p. 12-16. After reading the chapter, turn to p. 17 of Exploringthe World of Chemistry. Write the answer to each numbered question from p. 17 on lined paper. You donot need to copy the question.Key Idea: The ancient metals silver, gold, and copper are used in money. They are often known as moneyor coinage metals. Silver and gold are soft metals, so they are often mixed with copper to strengthen them.Mercury is another ancient metal. Like lead, it is poisonous.
Learning Through HistoryFocus: Irish Famine, Ottoman and Russian Oppression, & Ethiopian FreedomUnit 1 - Day 3Reading about HistoryIRead about history in the following resource:The Story of the World: Vol. 4 p. 146 –middle of p. 150T/IRead the following assigned pages:Under the Hawthorn Tree p. 39-56After today’s reading, open your StudentNotebook to Unit 1. Look at the image of thebanknote from 1909 in Box 5. Notice thepicture of Alexander III on the note. Thisbanknote was worth 25 rubles. The ruble isstill the currency in Russia today. What signsof royalty do you notice on the note? How isAlexander III made to look regal and powerful?According to today’s reading, where else wouldyou find portraits of Alexander III during hisrule? Why?Key Idea: After the death of Alexander II, hisson Alexander III became the czar in Russia.History ProjectStorytimeSGet the cards that you copied on Day 1. Youneed cards ‘4’, ‘5’, and ‘6’ today. Enlist thehelp and oversight of a parent. Then, go to thetallest person in your home. This person is thedictator with absolute power for today’s cards.Have the “dictator” read card ‘4’ and choose away for you to comb your hair for today. Youmust comb your hair in the way in which thedictator selects. Next, read card ‘5’. Thedictator will decide a profession for you and tellyou his decision. Then, read card ‘6’. Thedictator will plan your free time today. Youmust do as the dictator says. At the end of theday, share with a parent what you learnedabout dictators and life under a dictatorship.After today’s reading, orally narrate or retellthe portion of the story that was read today.See Narration Tips in the Appendix as needed.Key Idea: Practice orally narrating, orretelling, a portion of a story.GeographyIFor today’s activities, use the map listed below.Map Trek CD: Missions to ModernMarvels p. 36-37Print the “World Empires 1900” Student Mapfound on p. 37 of the Map Trek CD. Refer to orprint the Map Trek Teacher’s Answer Map onp. 36 to guide you as you label and color theRussian Empire and the Ottoman Empire onyour Student Map. Then, use a globe and themap on p. 134 of The Story of the World tohelp you outline, label, and lightly color Brazilin brown on your Student Map. File the map inyour Student Notebook. You will add to yourmap in the next few units.Key Idea: When Emperor Pedro II of Brazilended his rule in 1889, Abdulhamid II wasruling as sultan of the Ottoman Empire, andAlexander III was ruling as czar of the RussianEmpire. Alexander III was a member of theroyal Romanov family. He ruled Russia as anautocracy with absolute power.Key Idea: Alexander III ruled as a dictator.Independent History StudyState StudyTThis is an optional part of the plans. Ifyou have chosen to study your state using StateHistory from a Christian Perspective, doLesson 1 from the Master Lesson Plan Book.Key Idea: Study your individual state.IListen to What in the World? Vol. 3 Disc 2,Track 8: “The Turn of the Century & Russia”.Key Idea: The Russian Empire covered 1/6 ofthe globe at the turn of the century. More than80% of Jews in the world lived in Russia at thistime. The nobility, the peasants, and thefactory workers were the 3 classes in Russia.
Learning the BasicsFocus: Language Arts, Math, Bible, Nature Journal, Poetry, and ScienceUnit 1 - Day 3Nature Journal & PoetryThe poetry of Longfellow, Wordsworth, andWhitman is scheduled on Day 3 in each unit tocomplement the nature journaling sessions.Read aloud and discuss today’s poem“Becalmed” (see Appendix) with a parent.Then, follow the directions in the resourcebelow to begin your Nature Journal.Nature Drawing & Journaling: Lesson Ip. 6 (paragraphs 1 and 2 only)Note: The “Journal Primer” is located inNature Drawing & Journaling on p. 127.Key Idea: Appreciate nature as God’s creation.Language ArtsBible Quiet TimeSSIBible Study: Read and complete the assignedpages in the following resource:Faith at Work: Lesson 1 – Day Three p. 2Prayer Focus: Get your copy of “PreparingYour Heart for Prayer” that you placed in yourBible. Before praying today, refer to thequestions for thanksgiving. Then, pray aprayer of thanksgiving to express gratitude toGod for His divine goodness. After yourprayer, write ‘thanksgiving’ at the bottom oftoday’s lesson in Faith at Work above DayFour. Next to ‘thanksgiving’, either list keyphrases or write a sentence to summarize yourprayer. Place the copy of “Preparing YourHeart for Prayer” back inside your Bible.Scripture Memory: Copy Romans 12:1 inyour Common Place Book.Have students complete one studied dictationexercise (see Appendix for passages).Music: Refer to p. 18 in Hymns for a Kid’sHeart as you sing with Track 1: “Praise to theLord, the Almighty” (verse 1).Help students complete one English option.Key Idea: Introduce the study of Romans.Progressing With Courage: Lesson 3Progressing With Courage: Lesson 68(first half only)Math ExplorationYour own grammar programWork with the students to complete one of thewriting options listed below:SChoose one of the math options listed below(see Appendix for details).Write with the Best: Vol. 2 Unit 3 – Day 2p. 25-26 (The same newspaper ormagazine article used on Day 1 is needed.)Singapore Primary Mathematics 6A/6B,Discovering Mathematics 7A/7B, 8A/8B,No-Nonsense Algebra or Videotext AlgebraYour own writing programYour own math programKey Idea: Practice language arts skills.Key Idea: Use a step-by-step math program.Science ExplorationIRead Exploring the World of Chemistry p. 18-26. After reading the chapter, turn to p. 27 of Exploringthe World of Chemistry. Write the answer to each numbered question from p. 27 on lined paper. You donot need to copy the question.Key Idea: The seven ancient metals were gold, silver, brass (copper), tin, lead, mercury, and iron. Sulfurand carbon were two nonmetallic elements used by ancient chemists. Sulfuric acid is the most importantcompound of sulfur. Charcoal, coal, graphite, and diamonds are forms of carbon.
Learning Through HistoryFocus: Irish Famine, Ottoman and Russian Oppression, & Ethiopian FreedomUnit 1 - Day 4Reading about HistoryIStorytimeT/IRead about history in the following resource:Read the following assigned pages:The Story of the World: Vol. 4 middle ofp. 150 – p. 155Under the Hawthorn Tree p. 57-71Note: p. 63 contains a graphic description.You will be writing a narration about thechapter Ethiopia and Italy. To prepare forwriting your narration, look back over p. 150155 in The Story of the World: Vol. 4. Thinkabout the main idea and the most importantmoments in this part of the reading.Get the bookmark that you placed in your bookon Day 2. Locate the same section of thebookmark that you used on Day 2. BeneathDay 2’s entry, write the book title and the pagenumbers you read today. Select the oneremaining response option at the bottom of thebookmark, and place a checkmark next to it. Inthe blank space under today’s pages, respondin writing using your checked option. Keep thebookmark in your book.After you have thought about what you willwrite and how you will begin your narration,turn to Unit 1 in your Student Notebook. Formore guidance on writing a narration, seeWritten Narration Tips in the Appendix.In Box 4, write a 12-16 sentence narrationabout the reading. When you have finishedwriting, read your sentences out loud to catchany mistakes. Check for the following things:Did you include who or what topic thereading was mainly about? Did you includedescriptors of the important thing(s) thathappened? Did you include a closingsentence? If not, add those things. Use theWritten Narration Skills in the Appendix as aguide for editing the narration.Key Idea: By 1900, all but two countries inAfrica were ruled by European countries.Liberia governed itself, as a protectorate of theUnited States; and Ethiopia remained free.Both Yohannes IV and Menelik II claimed to bethe sole emperor of Ethiopia, yet they agreedon a sort of truce and an alliance against anyEuropean invasion. After Yohannes IV waskilled in battle, Menelik ruled Ethiopia alone.Menelik signed a treaty with Italy that trickedhim into making Ethiopi
Help students complete one English option. Progressing With Courage: Lesson 1 Progressing With Courage: Lesson 67 (Save Written Exercises ‘B’ for Day 2.) Your own grammar program Work with the students to complete one of the writing options listed below: Write with the Best: Vol. 2
From: Debra Vaughan debonairdv@iinet.net.au Subject: Great Famine Commemoration Day 2016 & continuation of the Irish Famine Orphan Heritage Group Date: 9 November 2016 at 5:27 pm To: Liz & Don McKenzie liz.mckenzie@tintean.org.au Hello dear Liz & Don Great to hear of your amazing trip today, with the castles, Cork, the especial brand of the season's new potatoes, family & all.
average ability to speak Irish.2 The following table illustrates the results of the Irish language question in the 2001 Census. Knowledge of Irish of all persons aged 3 years and over Northern Ireland Census 2001 All persons 1,617,957 Understands spoken Irish bu t cannot read, write or sp eak Irish 36,479 Speaks but does not read or w rite .
Irish-speakers were pushed westwards (Hickey, 2011, p. 17). By doing so, in the 18th century Irish speakers were living in rural areas, mostly poor and catholic. The English language was associated with township and property. Just two cities remand Irish-speaking, Galway and Drogheda (Leith, 1997, p. 169). Most of the Irish
Elaine Farrell is Lecturer in Irish Economic and Social History at Queen's University Belfast. She is the author of 'A most diabolical deed': infanticide and Irish society, 1850-1900 (Manchester 2013), which won the National University of Ireland Publication Prize in Irish History. She is currently working on her second monograph on women in the Irish female
HIST 6030 – Final Paper: Myths of Famine in Africa by John Brittell, December 6, 2012 Page 3 contrast to a more communal African identity and clear evidence that famine and conflict continue to drop in incidence throughout the region. Far from family-oriented and peaceful, Western perceptions of Africa and Africans, stem in large
Friends Historical Library Dublin - Booklist Page 2 Central Relief Committee 1852. Transactions of the Central Relief Committee of the Society of Friends during the Famine in Ireland in 1846 and 1847. The full story of the Committee's work during the famine years and afterwards, one of the most comprehensive accounts of the Great Famine.
School. When the Irish Speaking School, Scoil Mhuire, was established, I was put in charge of it. Both Irish and English were talked in our house. My father was a great Irish Scholar and learners of Irish used to come to listen to his stories. Tomás was a monitor in the local National School and went to training in 1905. He taught for a few
Research by the Irish Research Council for the Hu-manities and Social Sciences; a Woodruff Library Fel- . English department and Irish Studies program. Winner of the 2007 Man Booker Prize for The Gathering, Anne En- . previous years, during which professors Graham Walk-
