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Found 1,136 results matching 'french revolution' within Publications > Teaching History   (Clear filter)

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  • Move Me On 115: the class already know all about WW1

      Teaching History feature
    This Issue's Problem: Vera is worried that her Year 9 class already know all about World War One. 
    Move Me On 115: the class already know all about WW1

  • Move Me On 103: Failing to improve pupils' understanding of evidence

      Teaching History feature
    This Issue's problem: Josie, PGCE history student, is finding that her use of the department's exercises on sources is not improving pupils' understanding of evidence.
    Move Me On 103: Failing to improve pupils' understanding of evidence

  • Move Me On 113: Getting pupils to really care about what happened in the past

      Teaching History feature
    This Issue's Problem: Ronnie Wedgewood is struggling to get pupils really to care about what happened in the past. 
    Move Me On 113: Getting pupils to really care about what happened in the past

  • Does scaffolding make them fall? Reflecting on strategies for developing causal argument in Years 8 and 11

      Teaching History article
    Jennifer Evans and Gemma Pate, history teachers in two Essex schools, had noticed that sometimes a writing frame did the opposite of what was intended. Sometimes a card sort fostered rich discussion and ownership; sometimes it led the students down a reductive rather than mind-opening path. Sometimes modelling of paragraphs...
    Does scaffolding make them fall? Reflecting on strategies for developing causal argument in Years 8 and 11

  • Move Me On 110: Confused by the Key Stage 3 Strategy

      Teaching History feature
    This Issue's Problem: Winston is confused by the Key Stage 3 Strategy.
    Move Me On 110: Confused by the Key Stage 3 Strategy

  • Drop the dead dictator: a Year 9 newsroom simulation

      Teaching History article
    Rosalind Stirzaker has big ambitions for her students. She wants them to do more than make a simple list of the key causes of the Second World War. Yes, she wants them to complete a piece of written work, but she wants – and gets – a great deal more...
    Drop the dead dictator: a Year 9 newsroom simulation

  • The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience

      Teaching History article
    What would you expect the differences to be between Japan and England in how pupils learn history in the post-14 phase? Perhaps your guess would be: Japanese school students learn a lot of historical facts and focus upon their own identity and English school students talk a lot more in...
    The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience

  • Thinking from the inside: je suis le roi

      Teaching History article
    Dale Banham and Ian Dawson show how active learning deepens students’ understanding of attitudes and reactions to the Norman Conquest. At the same time they build a bold argument for active learning, including a direct strike at the two most common objections to it. Many teachers still see it as...
    Thinking from the inside: je suis le roi

  • 'Don't worry, Mr. Trimble. We can handle it' Balancing the rationale and the emotional in teaching of contentious topics

      Teaching History article
    A common line amongst teachers and policy-makers seeking to theorise a workable relationship between history and the new subject of citizenship is to say that there must be a link with the present. This is harder than it sounds. If the implication is that the study of the past should...
    'Don't worry, Mr. Trimble. We can handle it' Balancing the rationale and the emotional in teaching of contentious topics

  • Stretching the straight jacket of assessment: use of role play and practical demonstration to enrich pupils' experience of history at GCSE and beyond

      Teaching History article
    As in his previous, popular and influential Teaching History articles, Ian Luff has once again provided us with a wide range of high-quality, practical activities informed by a rigorous and persuasive rationale. This time, he has turned his attention to the use of role play and active demonstration at GCSE...
    Stretching the straight jacket of assessment: use of role play and practical demonstration to enrich pupils' experience of history at GCSE and beyond

  • Were industrial towns 'death-traps'? Year 9 learn to question generalisations and to challenge their preconceptions about the 'boring' 19th century

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Kimberley Anthony and her history colleagues were troubled by Year 9's assumption that World War II was the only interesting thing that they were going to do in Year 9. Nineteenth-century industrialisation, even their own...
    Were industrial towns 'death-traps'? Year 9 learn to question generalisations and to challenge their preconceptions about the 'boring' 19th century

  • When computers don't give you a headache: the most able lead a debate on medicine through time

      Teaching History article
    Dan Moorhouse begins with a complaint about ICT. It is not the clichéd teacher-complaint – that the computers keep crashing, and the students are messing around on the Internet (and how, exactly, do you turn the things on?) Instead, he observes that the use of ICT in the classroom is...
    When computers don't give you a headache: the most able lead a debate on medicine through time

  • The new history 'AS-Level': principles for planning a scheme of work

      Teaching History article
    The new AS and A2 specifications have led to paperwork, headaches and late nights for teachers. Rachael Rudham recognises the fresh demands that the new AS-level presents – not least of which is the opening up of post-16 history to a broader range of ability. Clearly it is not possible...
    The new history 'AS-Level': principles for planning a scheme of work

  • Teaching History 147: Curriculum Architecture

      The HA's journal for secondary history teachers
    02 Editorial  03 HA Secondary News  04 HA Update  08 Beth Baker and Steven Mastin - Did Alexander really ask, ‘Do I appear to you to be a bastard?' Using ancient texts to improve pupils' critical thinking (Read article) 14 Cunning Plan: Getting students to use classical texts - Beth Baker...
    Teaching History 147: Curriculum Architecture

  • The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 to Key Stage 3

      Teaching History article
    Jenny Parsons' work in primary-secondary liaison in history is nationally acclaimed. She is often asked to share her department's practice at courses and conferences. Readers of Teaching History are already familiar with her work in another area: in the ‘Triumphs Show' of Teaching History 93 (the ICT edition in November...
    The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 to Key Stage 3

  • Worlds in collision: university tutor and student perspectives on the transition to degree level history

      Teaching History article
    What does it mean to be good at history? At certain times during their formal education students seem to be required to adjust their understanding of what studying history entails. Alan Booth writes from the viewpoint of a university tutor. He has collated ‘student voice’ on the experience of studying...
    Worlds in collision: university tutor and student perspectives on the transition to degree level history

  • Do Mention the War' : the impact of a National Curriculum study unit upon pupils' perceptions of contemporary German people

      Teaching History article
    What preconceptions do your pupils hold about the Second World War and about German people? How far have these been influenced by home background, by personal experience, by film, by sport, by the Key Stage 2 history curriculum? Paul Coman argues that the last of these deserves greater attention, at...
    Do Mention the War' : the impact of a National Curriculum study unit upon pupils' perceptions of contemporary German people

  • Making learning drive assessment: Joan of Arc - saint, witch or warrior?

      Teaching History article
    Andrew Wrenn describes his work with Barry Williams and the teachers of the history department at Ailwyn School (11-14 comprehensive), Ramsey in Cambridgeshire. Devoting equal attention to the ‘what’ and the ‘how’ of history assessment, he shows how this group of teachers developed a fresh approach to assessment out of...
    Making learning drive assessment: Joan of Arc - saint, witch or warrior?

  • Uncovering the hidden histories: black and Asian people in the two world wars

      Teaching History Article
    The stories we tell in history are often stories about ourselves. This can lead to tremendous distortion. Rupert Gaze was shocked when a young black student told him that there was no point in his studying the Second World War because it had nothing to do with him or his...
    Uncovering the hidden histories: black and Asian people in the two world wars

  • ‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the classroom

      Teaching History article
    In this article, Alison Kitson and Alan McCully discuss the findings of their research into history teaching in the most divided part of the United Kingdom: Northern Ireland. Drawing on interviews with students and teachers, they consider what history teaching might contribute to an understanding of the current situation and...
    ‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the classroom

  • Mussolini's marriage and a game in the playground: using analogy to help pupils understand the past

      Teaching History article
    Diana Laffin and Maggie Wilson want their pupils to connect with people in the past and to experience some of their emotions. The emotional factor is a difficult one in history, both for pupils and professional historians. When studying Eden’s actions at Suez, for example, what we lack is a...
    Mussolini's marriage and a game in the playground: using analogy to help pupils understand the past

  • Does the linguistic release the conceptual? Helping Year 10 to improve their casual reasoning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Does new vocabulary help students to express existing ideas for which they do not yet have words or does it actually give them new ideas which they did not previously hold? James Woodcock asks whether...
    Does the linguistic release the conceptual? Helping Year 10 to improve their casual reasoning

  • Cunning Plan 186: teaching Samurai Japan in Key Stage 3

      Teaching History feature
    Like many history departments we have been seeking to develop schemes of work that are more outward-looking, and, as the National Curriculum describes, ‘enable pupils to know and understand significant aspects of world history’.  To my mind, Samurai Japan offers students the opportunity to explore a time and place that is...
    Cunning Plan 186: teaching Samurai Japan in Key Stage 3

  • Seeing, hearing and doing the Renaissance (Part 1): Let's have a Renaissance party!

      Teaching History article
    In two, linked articles, appearing in this and the next edition, Maria Osowiecki shares an account of a five-lesson enquiry, based on the concept of historical significance (National Curriculum Key Element 2e) for mixed ability Year 8. She wanted to experiment with an array of creative teaching techniques that would...
    Seeing, hearing and doing the Renaissance (Part 1): Let's have a Renaissance party!

  • Plotting maps and mapping minds: what can maps tell us about the people who made them

      Teaching History article
    As historians, we know that ‘factual’ information should never be uncritically accepted. And yet, too often, that is exactly what we do with the maps we use to locate ourselves and our students. Evelyn Sweerts and Marie-Claire Cavanagh, who now work in a European School in Brussels but until recently...
    Plotting maps and mapping minds: what can maps tell us about the people who made them