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This paper is a result of collaboration among teachers historians and social studies pedagogy research to design practice improveand validate social studies history lessons. In this study we constructed the practice of history education centred on personal interpretation
by utilizing thinking-processes and methods pertinent to the learning of history. Thought processes pertinent to historical studies were
1 personally interpreting past events based on historical records; 
2 establishing critical communication
incorporated into history classes by: 
3 interpreting them for oneself once again. The case of early modern Ireland was used.
with others; and then 
Largely we were able to accomplish two things in this research. First we showed how history education aimed at cultivating citizenshipought to be taught in a specific lesson. We designed a lesson on ‘how to perceive history’. We also developed a class that re-examines existingknowledge and frameworks by constructing multiple historical interpretations based on the analysis of historical records. This sort of history
education results in the cultivation of citizenship that examine the ability to think’ would help present their intended
meaning more effectively.
Second we illustrated the strategies of collaboration between specialists in history and specialists in social studies pedagogy in
educational settings. A teacher is the one who independently and autonomously manages lessons as a reflective practitioner. In this research
we showed how specialists in history can collaborate with specialists in social science pedagogy based on lesson objectives and specificstrategies.
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̓ɟ 2 ȟ̔ǏɉǕŸ2011 Ŵ̞ki§©}̓ŘũɃɨʨ̔"Ăik£¡§ɬ·#ǆȓĻ2003 Ŵ̞ ǢɞÊŵȽÚ"±ȴLɬ·G̊ĳħ̋#+[+ e ñ ȟ  2013 Ŵ ̞ Thomas Carlyle, ed., Oliver
Cromwell’s letters and speeches: with elucidations, 5 vols.,
New York, 1871, II, pp. 209-210, 222-224.
A-b/b̝Ibid.
A-c/c̝’Woodcut of atrocities associated with Irish
rising of 1641, massacre of Protestants’, British Library, E.
1175(3); James Cranford, The teares of Ireland, 1642.
A-a̝‘The proclamation set forth by the rebels’, in Keith
Lindley, ed., The English Civil War and Revolution: asourcebook, London, 1998, pp. 79-80.
A-  b ̝ ‘Certaine acts and declarations made by theecclesiasticall congregation of the archbishops, bishops,
and other prelates met at Clonmacnoise, the fourth day ofDecember 1649, together with a declaration of the Lord
Lieutenant of Ireland’, Dublin, 1649.
B-  a ̝̓ i ̔ ‘Theobald Wolfe Tone with Napoleon,
December 1797 (Weekly Freeman & National Press, 11
December 1897.)̞
̓k̔James Gillray, ‘United Irishmen

12

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upon Duty’, 1798.
B-b̝ʙŪǞŌ ˗Âks¢}LñȺ!ǛȵȊ«©ɒȰʎɸ"˗Âks¢}LǺė16 ±ɨ+`ȪÂWF#£¨hǕƢ,2011 Ŵƣď,69 ̈B-a/a̝Declaration of the United Irishmen (1791).
(https://en.wikisource.org/wiki/Declaration_of_the_Unite
d_Irishmen, accessed 23 March 2016.); ¢ª©r¤ª§̓˯Ǜʍųʨ̔"İʴik£¡§LǺė#Ɓȍɏ,2000
Ŵ; Sean O’Faolain, abr. & ed., The autobiography ofTheobald Wolfe Tone, London, 1937, p. 36.
B-b̝‘Orange Order supporters march on the Ormeau
Road July 12, 2001 in Belfast, Northern Ireland…’.
(http://www.gettyimages.co.jp/detail/%E3%83%8B%E3%
83%A5%E3%83%BC%E3%82%B9%E5%86%99%E7%9
C%9F/group-of-the-orange-order-march-through-belfasttocelebrate-%E3%83%8B%E3%83%A5%E3%83%BC%E
3%82%B9%E5%86%99%E7%9C%9F/3330047, accessed
20 May 2016.)
B-c̝J. T. Gilbert & Lady Gilbert, eds., Calendar of theancient records of Dublin, 19 vols., Dublin, 1889-1944, XIV,
pp. 287-288, quoted in Jacqueline Hill, ‘Ireland without
union: Molyneux and his legacy’, in John Robertson, ed., A
union for empire: political thought and the union of 1707,
Cambridge, 1995, p. 294.
B-d̝‘The speech of the right honourable John, Earl of
Clare, Lord High Chancellor of Ireland, in the House ofLords of Ireland, on a motion made by him on Monday
February 10, 1800’, quoted in Paul Adelman & Mike
Byrne, Great Britain and the Irish Question 1774-1923,
4th ed., 2016, p. 23.
B-b̝D. L. Smith, A history of the modern British Isles
1603-1707: the double crown, Oxford, 1998, p. 295.
B-c̝
̓i̔A. E. Murray, A history of the commercial andfinancial relations between England and Ireland from theperiod of the Restoration, London, 1903, p. 93̞̓k̝̔k¨j}úƷǕ783 ̞̈̓l̔Anon., ‘An Irish peasant cabin’,
19th century̞̓n̔Samuel Brocas, ‘View of the old Irish
Parliament building on College Green’, Dublin, early 19th
century.
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