1033 publications

• Triumphs Show 113: How to make the Elizabethan Religious Settlement sufficiently complicated for Year 8
• Keeping the kids on message...one school's attempt at helping sixth form students to engage in historical debating using ICT
• Polychronicon 113: slavery in 20th-century America
• JFK: the medium, the message and the myth
• A scaffold, not a cage: progression and progression models in history
• Triumphs Show 112: William Bent and family: a personal timeline of the Plains Wars
• 'Britain was our home': Helping Years 9, 10, and 11 to understand the black experience of the Second World War
• Camels, diamonds and counterfactuals: a model for teaching causal reasoning
• Confounding expectation at Key Stage 3: flower-songs from an indigenous empire
• History's future: facing the challenge
• Transforming Year 7's understanding of the concept of Imperialism: a case study on the Roman Empire
• Using this map and all your knowledge, become Bismarck
• A complex empire: National Archives Learning Curve takes on the British Empire
• Move Me On 112: Has problems with his subject knowledge
• Polychronicon 112: The Angevin Empire
• Cunning Plan 112: Empire
• Meeting the historian through the text
• Conceptual awareness through categorising: using ICT to get Year 13 reading
• Triumphs Show 111: Recreating 1930s Europe with the help of Year 9
• Cunning Plan 111: Year 8 lesson on C.V. Wedgwood's writing
• Move Me On 111: Having problems with Differentiation
• 'What's that stuff you're listening to Sir?' Rock and pop music as a rich source for historical enquiry
• 'Really weird and freaky': using a Thomas Hardy short story as a source of evidence in the Year 8 classroom
• Reading and enquiring in Years 12 and 13
• A most horrid malicious bloody flame: using Samuel Pepys to improve Year 8 boys' historical writing
• Triumphs Show 110: Would you sacrifice watching television for Great Britain?
• Cunning Plan 110: Imperial China
• Move Me On 110: Confused by the Key Stage 3 Strategy
• Narrative: the under-rated skill
• Direct teaching of paragraph cohesion