History Extended Essay Leaving Cert

USEFUL WEBSITES

HOLOCAUST WEBSITE ONE

http://www.besthistorysites.net/index.php

http://books.google.com/

http://www.historyireland.com/archive/

http://www.besthistorysites.net/index.php

http://www.irishhistorylinks.net/History_Links/index.html

http://www.historyireland.com/

http://www.bbc.co.uk/history/

http://www.spartacus.schoolnet.co.uk/USAcivilrights.htm

http://www.spartacus.schoolnet.co.uk/USAred.htm

http://www.historyonthenet.com/

http://topdocumentaryfilms.com/watch-online/

http://www.pbs.org/wgbh/americanexperience/films/filter/1911-1920/

http://www.wiesenthal.com/site/pp.asp?c=lsKWLbPJLnF&b=6212365

http://www.ushmm.org/

http://www.greatwar.ie/

http://www.firstworldwar.com/

SKILLS of the historian

 

Example of an OUTLINE PLAN (With the kind permission of Alarnagh Barrett-Mc Ginley)

Define and justify:In this research topic I intend to examine the Kindertransports from 1938-1939. The Kindertransports was the evacuation of around 10,000 Jewish children from Germany and Nazi occupied territories to Britain.This topic interests me because it deals with people of my own age. I have also read fiction books about the Kindertransports which made me curious about this subject. I believe this topic is of historical importance because the lives of 10,000 children were saved who would otherwise have joined the 6 million Jews, including 1.5 million children who died in the Holocaust.My aims: I hope to gain a good understanding of who organised the kindertransports, why the children left, what happened to them during the transports and what life was like for them in their new homes. I hope that during my research I will gain skills such as how to locate good information, summarize and take notes.  My Intended Approach: I will begin my research by reading general accounts of the transports. I will then proceed to read about the experiences of specific people during the kinder-transports . I will search for organisations with links to the kinder-transports to see if they will provide me with more information. I will read carefully and take detailed notes.

The main sources I will use are as follows:

Source 1 – “The children who cheated the Nazi’s”; Directed by Sue Reed, Golden Reed productions, narrated by Sir Richard Attenborough. BBC production 2001

Source 2 – “Into the arms of strangers”, by Mark Harris, Bloomsbury Publishers, London, 2001

Source 3 – “And the policeman smiled”, by Barry Turner, Guild Publishing, London, 1990

 

Example of an OUTLINE PLAN (With the kind permission of Stephen M)

Define and justify: My project is on the construction and importance of the Pont du Gard aqueduct built by the Romans in the South of France during the 1st century. This topic is historically important because it was the highest aqueduct bridge in the Roman world. It is also important because the Roman builders were the first to use lime mortar. Lastly, it is important because of the amount of water it supplied to the nearby city of Nimes. My aims: My first aim is to find out exactly how the aqueduct was constructed. I also aim to find out why the aqueduct was of such importance for the Romans in the area. Lastly, I hope to develop my skills as an historian by carrying out my own research, taking down information and writing my extended essay. My Intended Approach: First, I will use the internet to get basic information on the importance of aqueducts.in the Roman world. Then I will visit the Pont du Gard aqueduct and the museum at the site in the South of France. I also intend to purchase books on this particular topic, watch an online documentary and take notes from all my sources. As a result of all of this, I hope to improve my research and writing skills and that I will find good quality information for my project. The three main sources that I will use are as follows:

  1. Museum of the Pont du Gard, La Begude, 30201 Vers Pont du Gard (I visited the site on July 3rd 2014)
  2. The Roman remains of Southern France, James Bromwich, Routledge Publishers, London 2003
  3. http://www.pontdugard.fr (I first used this website on August 10th, 2014)

Example of an EVALUATION OF SOURCES (Thanks to Patrick Moss)

Source 1 – This book is a specialist secondary source. It was written by three historians and is a result of 25 years of research making it very reliable. It contained many first-hand interviews and diary entries of different tunellers and this made the reading experience very enjoyable. There were many photographs, maps and graphs and this made it very clear and easy to understand. For example on pages 82-83 there is a large detailed diagram of the complex structure of a typical tunnel. The book also gave me a complete picture of my topic as it included all the major events that I  had planned to study and therefore it became my main source. It was really well written and laid out and each section was put under a specific heading. It was a well balanced account as it included both German and British accounts of life in the tunnels.

Source 2 – This is a primary source and was written in honour of the authors tunelling comrades. Grieve who spent three years underground writes from his own experience. His book pays particular attention to technical detail and is not really suitable for anyone without a basic grasp of mining methods and terminology. However it did help me to understand key techniques and the early days of mining and it contained a very useful index. As it was so detailed I had to read most of it in order not to miss anything and this was time consuming. Also it was first written in 1936 which made the writing style difficult to read at times.

Source 3 – This book by Max Arthur who is a military historian is a compilation of WWI memoirs which offer a good picture of the scale of human struggle during the conflict of 1914-18. He has assembled hundreds of excerpts from the sound archives of the Imperial War Museum making the book a a great collection of primary source material. This book focuses mainly on life on the western front sector and often refers to the tunellers. it did provide me with sufficient knowledge of the environment of life in the trenches surrounding the tunellers. I didn’t find this source of major use and it was the least relevant of my sources.

 

Example of an EVALUATION OF SOURCES (Thanks to Una)

Source 1: This radio podcast was a primary source that I used and consisted of unique interviews with three people who were hired at the Strabane Hiring Fair during the 1920’s and 1930’s. By listening to the interviews I obtained first hand information from their detailed accounts of what the hiring fair experience was like. For example I found Paddy Mc Glynn’s description of the work they had to do shocking such as feeding the horses no matter what the weather was like. The personal descriptions of the hiring fair was very useful to me and gave me a real understanding of what it was really like for young people at the time. As all three people were directly involved this podcast became my main source. Source 2: This secondary source is a biography written by John Throne about his grandmother. This was another unique story and the book provided me with great information about the harsh realities of the experience of young people, especially young girls who sometimes were victims of physical and sexual abuse. The book gave me another perspective on an aspect of the hiring fairs that was not talked about in the past and this book deepened my understanding of the topic. Source 3: This memoir was extremely informative and useful to me for my project. it gave me a detailed insight into the social conditions of people living in west Donegal in the early 1900’s. The book had lots of old photographs such as the one on page 26 of people trying to farm in very difficult circumstances. The book provided me with very detailed knowledge of the area of west Donegal and it helped me to understand more clearly why young people had no option but to leave home and go to the hiring fairs. The book also provided me with maps and photographs of the actual hiring fairs which was also useful.

 

OPERATION RANCH-HAND

PORTUMNA WORKHOUSE

KU KLUX KLAN

http://www.history.com/topics/ku-klux-klan

http://depts.washington.edu/civilr/kkk_intro.htm

UNIT 731

https://www.mtholyoke.edu/~kann20c/classweb/dw2/page1.html

https://www.warhistoryonline.com/tag/unit-731

EMMETT TILL

http://www.emmetttillmurder.com/thebook/

http://www.pbs.org/wgbh/amex/till/

http://www.biography.com/people/emmett-till-507515

LYNCHING IN USA

http://www.georgiaencyclopedia.org/articles/history-archaeology/lynching

http://www.ajc.com/news/news/eji-report-georgia-southern-lynchings/nj7yN/

NAZI FEMALE PRISON OFFICERS

http://www.massviolence.org/The-Violence-of-Female-Guards-in

http://www.historytoday.com/lauren-willmott/real-beast-belsen-irma-grese-and-female-concentration-camp-guards

MISSISSIPPI CIVIL RIGHTS WORKERS

http://www.democracynow.org/2014/6/26/50_years_later_relatives_of_slain

http://www.pbs.org/wgbh/americanexperience/features/general-article/freedomsummer-murder/

BIELSKI BROTHERS

http://www.holocaustresearchproject.org/revolt/bielski.html

http://www.ushmm.org/wlc/en/article.php?ModuleId=10007563

RUBIN CARTER

http://www.biography.com/people/rubin-carter-9542248

 

TULSA RIOTS

 

GETTYSBURG

http://www.pbs.org/video/1832543409/

 

FREEDOM RIDERS

 

MY LAI MASSACRE

http://www.digitalhistory.uh.edu/active_learning/explorations/vietnam/vietnam_mylai.cfm

 

 

 

 

 

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PLEASE NOTE – DO NOT USE THIS PROJECT AS YOUR RESEARCH TOPIC – YOU WILL RECEIVE ZERO MARKS FOR IT. THE SAMPLE PROJECT IS INTENDED TO ASSIST YOU WITH YOUR OWN PROJECT – NOT TO BE USED FOR SUBMISSION.

This is a sample of a Written Research Study Report. It outlines the different aspects that have to be included. It is a higher level report and it was written to a high standard.

You can download the entire report in ‘Word’ by clicking here:

Limerick Soviet

Title

The Limerick Soviet 1919

Outline Plan

Define and Justify:

The proposed subject of this study is the Limerick Soviet 1919. Soviets are generally associated with the USSR but in Ireland during the years 1919 to 1922 there were many soviets mainly in Munster. Of these the Limerick Soviet is the most famous.

Aims:

1. To further my knowledge and understanding of the Limerick Soviet and to discover how the British Military authorities responded to this act of defiance.

2. To develop research skills which I have not used previously.

3. How Limerick managed while under Martial Law.

4. Whether the Limerick Soviet became a major national or international news line.

The intended approach:

I intend to make use of the internet as there is a on-line edition of Liam Cahill’s book ‘Forgotten Revolution – The Limerick Soviet 1919′ which I plan to use as my main source. This book is currently out of print.

I plan on studying newspapers that were published during the period of the 1919 Limerick Soviet in order to see the extent of how the media portrayed the Limerick Soviet. These are available on microfilm in the University of Limerick.

I intend to take notes and write up a basic summary of the main events of the 1919 Limerick Soviet.

Sources:

Cahill, Liam, Forgotten RevolutionThe Limerick Soviet 1919, (Dublin,1990) [available online at: http://www.limericksoviet.com/%5D

The Workers Bulletin’ 19 April 1919, 21 April 1919, 23 April 1919

Russell, Ruth, What’s the matter with Ireland (New York, 1920) [available online at: http://www.gutenberg.org/etext/12033%5D

Evaluation of Sources

Source 1: Liam Cahill’s book is a secondary source as it was first published in 1990. The book is currently out of print but is available on the internet. It gave me a significant amount of information. At times I found it gave too much information as it contained a huge amount of detail. The book is very well laid out with clearly defined chapters though at times I found it difficult to understand the language.

Source 2: The Strike Committee issued their own newspaper. This paper was used to rally support for the strike in the city and give information about things that were happening related to the strike. As a primary source, this gives a useful insight into the rationale behind the strike and the aims and tactics of the strikers. However, this source is obviously biased as it does not present any voices of those opposed to the strike. As propaganda, it is clear, effective and lively.

Source 3: Ruth Russell was a journalist with the Chicago Herald who was touring Ireland and writing about her experiences. She happened to be visiting Limerick during the course of the Limerick Soviet. The book includes interviews she conducted with participants in the Soviet like John Cronin, chairman of the Soviet Committee. The book gives an insight into Ireland from an outsiders perspective. The book contained a lot of information that was not relevant to the Limerick Soviet but the Chapters dedicated to my research topic were done in great detail and helped me to understand the happenings during the strike. This book is a primary source and I would regard it as being unbiased in its reporting of the events of the Limerick Soviet.

Extended Essay

April 1919 saw one of the most momentous events in the history of trade unions in Ireland. On the 11th of April British Military Authorities imposed Martial Law on Limerick City in response to the reaction, by the workers of Limerick, to the death of Robert Byrne, a leading trade union and republican activist in the city. As a result of the imposition of Martial Law, the Limerick United Trade and Labour council (LUTLC) called a general strike which received widespread support from the city’s workers. The general strike organised by the LUTLC became known as the Limerick Soviet. During the course of the next 11 days the Soviet Committee ran all the important aspects of the city, including transportation and food supply. The Limerick Soviet appealed for support from the Irish Labour Party and Trade Union Congress (ILPTUC). When representatives of the ILPTUC visited Limerick they gave the clear impression that a nationwide general strike would be called in support of the workers. But instead of calling a general strike, the ILPTUC proposed the evacuation of Limerick City by its workers and their families. This proposal was rejected out of hand by the soviet strike committee and, realising the soviet couldn’t be sustained indefinitely they called off the strike on April 25th. This essay will look at the events to the run up to and during the Limerick Soviet.

Cahill outlined how Robert Byrne had been on hunger strike in Limerick prison for three weeks when he was moved to the Limerick Union Infirmary during the third week in March 1919 (1). A few days later the local IRA movement attempted to rescue Byrne. During the course of the rescue a gun battle broke out between the IRA unit and the RIC members guarding Byrne, resulting in the death of an RIC constable and leaving Robert Byrne fatally wounded.

An estimated ten thousand people attended the removal of Byrne’s body to Saint John’s Cathedral in Limerick. The British Authorities saw this as an act of defiance and so on Friday the 11th April, a large area of Limerick was placed under martial law. There was a boundary (see map) around areas of Limerick and anyone who wished to enter or exit this area could only do so if they carried permits which were issued by the British Military Authorities in the city. In response to the imposition of work permits, the workers in the Condensed Milk factory in Lansdowne, on the north side of the city, went on strike. The following day a meeting of the LUTLC called a general strike against the requirements to carry permits.

The LUTLC transformed itself into the Strike Committee and the strike almost immediately became known as the Limerick Soviet. John Cronin (President of the LUTLC) became chairman of the strike committee. Immediately it took over a printing press in Cornmarket Row, preparing placards explaining the strike and had them posted all over Limerick. This was the first of many different publications to take place over the next fortnight. Permits, food price lists, proclamations and a Strike bulletin were also published. Almost all of the workers went on strike with the exception of the banks and the post office.

In response to worries about food shortages, during the first few days of the strike, panic buying occurred. The Strike Committee organised for food to be smuggled from the surrounding countryside into the city by boat across the River Shannon. It also ordered butchers and bakers assistants to return to work. These measures ensured the continuity of food supplies and the distribution of food and prices were controlled and regulated by the strike committee.

During the month of April a large number of foreign reporters were in Limerick reporting on an attempted transatlantic flight from the USA to Ireland by a Major J.C.P Wood. As a result, The Limerick Soviet came to international attention with reports being carried in European and American newspapers. The Strike Committee actively supported the international media in publicising the strike.

After four days Brigadier General Griffin, commander of the British troops in the city, attempted to reach a compromise with the workers. Following a meeting with Limerick Chamber of Commerce, he proposed that the employers of the city rather than the military authorities issue the permits to the city’s workers. This compromise represented a considerable climb-down by the British authorities but the proposal was dismissed by Strike Committee (2).

By end of the first week the workers were in complete control of the city. No vehicles were allowed travel on the streets of Limerick without the expressed permission of the Strike Committee. Gas, electricity, water and food supplies were organised by sub committees under the guidance of the Strike Committee. The Strike Committee met almost in constant session and meetings of workers in different economic sectors occurred regularly to help ensure the smooth running of the strike (3).

The strike was also having an impact on some of the troops that made up the military cordon around the city. American journalist Ruth Russell spoke about how one detachment of Scottish troops was withdrawn after showing too much sympathy for the striking workers (4).

During the course of the strike the Strike Committee appealed to the ILPTUC for support. Liam Cahill wrote about how Tom Johnson, Treasurer of Congress was sent from Dublin to Limerick by the ILPTUC executive and gave the clear impression that a nationwide general strike would be called. The Strike Committee newspaper, The Workers Bulletin, which was distributed throughout the city publicised the fact that a major escalation was imminent (5). However, instead of calling a general strike, the ILPTUC proposed the evacuation of Limerick by the workers and their families. This proposal was dismissed out of hand by the Strike Committee.

With the failure of the ILPTUC to call a general strike, the ending of the Limerick Soviet was inevitable. The workers in Limerick realised that they couldn’t sustain the Soviet indefinitely. After a day long meeting on the 25th April the Strike Committee called off the strike and instructed anyone who did not need a permit should return to work immediately. Many workers particularly members of the ITGWU opposed the calling off of the strike and went around the city ripping down posters that called for the immediate return to work and burnt them.

Cahill outlines how at the beginning of the strike many Republicans supported the action of the workers on the basis that it was a strike against the British military authorities. By the end of the strike Republicans were criticising the Strike Committee for calling off the strike. Religious leaders in Limerick criticised the imposition of permits and the introduction of martial law without giving direct support to the Limerick Soviet. When the strike ended they openly criticised the Strike Committee for going on strike without consulting them (6).

The Limerick Soviet demonstrated the growing strength of the trade union movement. Membership of trade unions in Limerick increased dramatically between 1916 and 1919. For 11 days in April 1919 the workers of Limerick controlled all aspects of social, political and economic life in the city. The strike ended following a decision by the ILPTUC not to call a nationwide general strike in support of the Limerick Soviet. However, this does not mean that the Limerick Soviet should be regarded as a failure. Within a week the British Military Authorities had lifted martial law and dropped the need for workers to carry permits in and out of the city.

Review of Research Process

The first thing I did while researching my project was to look for sources as a result of that I joined my local library. That proved unsuccessful as they had no books or articles relating to my research topic. However during my research on-line I found many sources which referred to the Limerick Soviet. Liam Cahill’s book ‘Forgotten Revolution- The Limerick Soviet’ was free on the internet and therefore I didn’t have to obtain a copy. Although all the newspaper articles and Cahill’s book were helpful I was disappointed that there is only one book written specifically on the subject. After I had all my information and had my outline plan proceeded to write my extended essay. While researching the Limerick Soviet I have gained experience in researching skills. It gave me an insight into the meaning of historical phrases that I did not previously understand i.e. Martial Law. Overall form my project I have gained a greater understanding of the Limerick Soviet, the role of the British Military Authorities and gave me a greater insight into the running of workers unions such as the ITGWU in Ireland.

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