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Found 2,500 results matching 'french revolution' within Publications   (Clear filter)

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  • How did the Civil Rights movement change America?

      Historian article
    In 1984 Jimmy Carter reflected on growing up in the segregated South. He recalled that, as a young child, he, like many white children, had had an African American child as his closest friend. The two children spent all their play time together. One day they travelled on the train...
    How did the Civil Rights movement change America?

  • Women in the Tramway Industry 1914-1919

      Article
    Rosemary Thacker writes about one unusual area of expansion of war-time work for women in the Great War.
    Women in the Tramway Industry 1914-1919

  • The Historian 78: Protestantism and art in early modern England

      The magazine of the Historical Association
    Featured articles: 6 Protestantism and art in early modern England - Keith Thomas (Medlicott Lecture to the Historical Association at the Wallace Collection, London, 5 April 2003) (Read article) 18 To what extent was the failure of denazification in Germany 1945-48 a result of the apathy of the allies? -...
    The Historian 78: Protestantism and art in early modern England

  • Teaching about the translatlantic slave trade and emancipation

      Primary History article
    Introduction – slavery, abolition and emancipation 25 March 2007 marked the bicentenary of the Act for the Abolition of the Slave Trade. It is not compulsory to teach about the slave trade. However, the links to the National Curriculum – particularly in history, citizenship and geography – are clear. The...
    Teaching about the translatlantic slave trade and emancipation

  • How history teachers can support their own and others' continued professional learning

      Teaching History article
    ‘If I wasn't learning anything new about teaching I would have left it by now!' How history teachers can support their own and others' continued professional learning Katharine Burn has a longstanding interest in history teachers' professional learning - not just the ways in which experienced teachers can support beginners,...
    How history teachers can support their own and others' continued professional learning

  • 'Be bloody, bold and resolute': Two possible interpretations of 'local history'

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. As a pre-Plowden primary teacher who queued to get my copy of that report in 1967 and as a contributory author to the Cambridge Primary Review (Alexander, 2009) forty-two years later I can claim, not an...
    'Be bloody, bold and resolute': Two possible interpretations of 'local history'

  • Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?

      Teaching History article
    Ben Walsh presents a structured practical activity for teaching pupils about Northern Ireland through the use of murals. The activity can be carried out in Year 9 as part of a study on the twentieth-century world, or as part of a GCSE course. He stresses the importance of an informed...
    Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?

  • Mentioning the War: does studying World War Two make any difference to pupils' sense of British achievement and identity?

      Teaching History article
    All of this edition is based on the assumption that the teaching of history can have a significant impact upon the values, views and attitudes of our pupils. But how much impact does it have and of what type? And do we ever examine that impact in order to rethink...
    Mentioning the War: does studying World War Two make any difference to pupils' sense of British achievement and identity?

  • Triumphs Show 176: Using material culture as a means to generate an enquiry on the British Empire

      Teaching History feature
    Triumphs Show is a regular feature which offers a quick way for teachers to celebrate their successes and share inspirational ideas with one another. While the ideas are always explained in sufficient depth for others to be able to take them forward in their own practice, the simple format allows...
    Triumphs Show 176: Using material culture as a means to generate an enquiry on the British Empire

  • Narrative: the under-rated skill

      Teaching History article
    ‘Mere narrative’, ‘lapses into narrative’, ‘a narrative answer that fails to answer the question set’. These phrases flow in the blood of history teachers, from public examination criteria to regular classroom discourse. Whilst most of us use narrative in our teaching methods, we have demonised narrative in pupils’ written answers....
    Narrative: the under-rated skill

  • Out and about in Cromford Mill, Lea Mills and the Lumsdale Valley

      Historian feature
    Cromford Mill, one of the best known, and the Lumsdale Valley, one of the least known of the early industrial sites, are linked today by being managed by the Arkwright Society. They have also been the subject of a recent BBC1 programme in a series: ‘Britain's Hidden Heritage'. They are...
    Out and about in Cromford Mill, Lea Mills and the Lumsdale Valley

  • The Spice of Life? Ensuring variety when teaching about the Treaty of Versailles

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Much has been said and written about different learning styles in recent years. Some people have responded with evangelical enthusiasm, others exercise a more cautious approach, whilst a few disregard it completely. Certainly, there are...
    The Spice of Life? Ensuring variety when teaching about the Treaty of Versailles

  • History in the Early Years: Bringing the Romans to life

      Primary History article
    Please note: this article pre-dates the current National Curriculum and some content and references are outdated. Children arrive at school or nursery with their personal, unique mental ‘models’ of the world. the challenge for us is to expand these so that increasingly the pupils will be able rationally to make sense of the...
    History in the Early Years: Bringing the Romans to life

  • Using the Olympics as a learning tool: Active Research and Selecting Information

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. The London 2012 Olympics presents a fantastic opportunity for cross-curricular teaching. All children are likely to be engaged on some level, with different countries represented in a variety of sports, huge coverage in the news and...
    Using the Olympics as a learning tool: Active Research and Selecting Information

  • Subject exemplification of the Initial Teacher Training National Curriculum for ICT: how the history examples were developed

      Article
    David Linsell describes how the Teacher Training Agency's history working group provided history-specific examples for the new ICT initial teacher training National Curriculum. He stresses the group's ‘history first' thinking. The aim was to provide realistic examples of ICT use, through which trainee teachers might develop and ultimately demonstrate their...
    Subject exemplification of the Initial Teacher Training National Curriculum for ICT: how the history examples were developed

  • Triumphs Show 136: how one history department changed pupils' and parents' perceptions of homework

      Teaching History feature
    Devising worthwhile and engaging homework tasks, week in week out, can prove both demanding and frustrating - particularly in contexts where we know students will have be chased to complete them. How can we make homework planning easier and more effective - and cut down the time spent chasing recalcitrant...
    Triumphs Show 136: how one history department changed pupils' and parents' perceptions of homework

  • Primary History and planning for teaching the Olympics - four curricular models

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Three curricular editions of Primary History, PH 50, Autumn 2008 , PH 53, Autumn 2009 and PH 57, Spring 2011 are directly relevant to teaching the Olympics. PH 50, Autumn 2008 History Education in the 21st...
    Primary History and planning for teaching the Olympics - four curricular models

  • Creating controversy in the classroom: making progress with historical significance

      Teaching History article
    No longer is historical significance the ‘forgotten key element.’ Indeed, it is now being remembered at last – by politicians, telly-dons and the media in any case. Matthew Bradshaw suggests that the popular emphasis on significant events is wrong. Instead, we should be enabling our pupils to make their own...
    Creating controversy in the classroom: making progress with historical significance

  • Politics, history and stories about the Cold War

      Article
    Interpretation of the Cold War is a fascinating area. Many students begin to study it certain pre-formed ideas – gleaned from their parents, perhaps, or from films or computer games. Historians have interpreted it in different ways – and those who believe in the ‘twenty-year rule’ that historical judgment is...
    Politics, history and stories about the Cold War

  • Equiano - voice of silent slaves?

      Teaching History article
    Andrew Wrenn shows how a study of the life of Olaudah Equiano can support pupils’ historical learning in a number of ways. Not only is this a ‘little story’ that can help to illuminate or raise questions about the the ‘big picture’, it can also help pupils to reflect upon...
    Equiano - voice of silent slaves?

  • Slaying dragons and sorcerers in Year 12: in search of historical argument

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Reflecting on his GCSE and post-16 students' essays, Michael Fordham began to wonder if there were something missing in the way he taught students to write. Work on structure that was designed to strengthen argument...
    Slaying dragons and sorcerers in Year 12: in search of historical argument

  • The Historian 68: Eighteenth Century Britain and its Empire

      The magazine of the Historical Association
    Featured articles: 4 The Wonderful Land of Oz - Douglas Horlock  12 Eighteenth-Century Britain and its Empire - P. J. Marshall (Read Article) 18 ‘The Generous Turk’: Some Eighteenth-Century Attitudes - Hugh Dunthorne (Read Article) 23 ‘The Mouth Of Hell’: Religious Discord at Brailes, Warwickshire, c.1660-c.1800 - Colin Haydon (Read Article)
    The Historian 68: Eighteenth Century Britain and its Empire

  • ‘If you had told me before that these students were Russians, I would not have believed it’

      Teaching History article
    Bjorn Wansink and his co-authors have aligned their teaching of a recent and controversial historical issue – the Cold War – in the light of a contemporary incident. This article demonstrates a means of ensuring that students understand that different cultures’ views of their shared past are nuanced, rather than monolithic – a different concept in philosophy as well as in...
    ‘If you had told me before that these students were Russians, I would not have believed it’

  • Triumphs Show 117: Helping Year 9 to think and feel their way through the origins of the Holocaust

      Teaching History feature
    Dave Woodcraft is passionate about engaging students and making them care about the past. He is unrepentant about wanting his lessons to have an emotional impact and a relevant, immediate appeal. To this end, he frequently uses modern parallels in his classroom to make the point that issues in the...
    Triumphs Show 117: Helping Year 9 to think and feel their way through the origins of the Holocaust

  • Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Last year, in Teaching History 132, Richard Harris and Terry Haydn shared their findings from a research project exploring children's views of school history. Here they report on further research, seeking to explain the wide...
    Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry