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Found 1,116 results matching 'revolutions' within Publications > Teaching History   (Clear filter)

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  • Polychronicon 136: Interpreting the Beatles

      Teaching History feature
    ‘The Beatles were history-makers from the start,' proclaimed the liner notes for the band's first LP in March 1963. It was a bold claim to make on behalf of a beat combo with one charttopping single, but the Beatles' subsequent impact on 1960s culture put their historical importance (if not...
    Polychronicon 136: Interpreting the Beatles

  • Building memory and meaning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Sarah Gadd attempted to re-think her department's usual approach to the two-year Key Stage 3. Concerned that a thematic approach might not be securing the overview perspective it was designed to achieve, she decided instead...
    Building memory and meaning

  • Shaping macro-analysis from micro-history

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Many history teachers are inspired by the work of historians and want to share their stories and arguments with students in school. Hywel Jones found Malcolm Gaskill's Witchfinders ‘gripping and intriguing'. He decided to use...
    Shaping macro-analysis from micro-history

  • Exploring change and continuity with Year 7

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. A great deal has been written about causation in the pages of Teaching History. From camels to linguistics, this is a second-order concept that teachers and pupils frequently deliberate. Departments balance the need for substantive knowledge with explicit...
    Exploring change and continuity with Year 7

  • Teaching History 136: Shaping the Past

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 When were Jews in medieval England most in danger? Exploring change and continuity with Year 7 – Ben Jarman (Read article) 13 Shaping macro-analysis from micro-history: developing a reflexive narrative of change in school history – Hywel Jones (Read article) 22 Triumphs show: How...
    Teaching History 136: Shaping the Past

  • Teaching History 97: Visual History

      The HA's journal for secondary history teachers
    Evidential understanding, period knowledge and the development of literacy: a practical appoach to layers of inference for Key Stage 3, The Pittsburgh Conference on 'Teaching, Knowing and Learning. Practical classroom apporaches to the iconography of Irish history or: how far back do we really have to go? Substantial sculptures or...
    Teaching History 97: Visual History

  • School History Scene: the unique contribution of theatre to history teaching

      Teaching History article
    The study of history has to be vibrant. It is about real people, real dramas, real narrative, real human dilemmas. It is not surprising that, despite manifold structural pressures working against us, take-up for GCSE history is once again buoyant. There are all manner of reasons for this - is...
    School History Scene: the unique contribution of theatre to history teaching

  • You are members of a United Nations Commission...' Recent world crises simulations

      Teaching History article
    David Ghere presents a teaching and learning rationale for simulations where the location is not identified. This creates a deliberately artificial situation where the student can tackle the problems and carry out the decision-making and problem-solving exercise without preconceptions. The author does not recommend leaving the activity at this stage,...
    You are members of a United Nations Commission...' Recent world crises simulations

  • Triumphs Show 111: Recreating 1930s Europe with the help of Year 9

      Teaching History feature
    Sally Evans demonstrates how constructing a map of Europe can enhance pupils' understandings on the causations of World War Two.
    Triumphs Show 111: Recreating 1930s Europe with the help of Year 9

  • What’s The Wisdom On... Extended writing

      Teaching History feature
    Writing history is hard! But the things that make it challenging are the things that make it worth doing. They are also the key to enabling all students to write, to embrace the challenge and to enjoy its rewards enough to keep going. A big mistake is to kid ourselves...
    What’s The Wisdom On... Extended writing

  • Teaching History 91: Evidence and Interpretation

      Journal
    The uses of sources in History, The evidence sandwich, Teaching Pupils to analyse cartoons, shared stories and a sense of place, Working with sources, interpretations of history and much more... The use of sources in History- Tony McAleavy The evidence sandwhich - Margaret Mulholland (Read article) Teaching pupils to analyze...
    Teaching History 91: Evidence and Interpretation

  • What’s The Wisdom On... Extended Reading

      Teaching History feature
    Why, in a history lesson (or out of a history lesson; let’s say, for a homework perhaps) might we want pupils to read more than a paragraph, to stay with the text, to actually read? We don’t mean plucking facts from information boxes, nor ploughing through four comprehension questions. We...
    What’s The Wisdom On... Extended Reading

  • What’s The Wisdom On... Consequence

      Teaching History feature
    Consequence easily becomes ‘causation’s forgotten sibling’, as Fordham noted, in the title of a workshop presented at the 2012 Historical Association conference. The choice to treat consequence separately from causation in this series of articles is, therefore, a very deliberate one. Yet an emphasis on the importance of consequences should...
    What’s The Wisdom On... Consequence

  • Move Me On 132: Already the best teacher in the department

      Teaching History feature
    This issue's problem: Phyllis Wheatley already seems to be the most effective teacher in the department. How can her mentor ensure that she goes on learning? Phyllis Wheatley is several weeks into her second placement and her mentor, Selina, is acutely aware of how impressive her teaching is already. A degree in...
    Move Me On 132: Already the best teacher in the department

  • Teaching History 132: Historians in the Classroom

      The HA's journal for secondary history teachers
    02 Editorial 03 Obituary: Martin Hunt 1936-2007   04 HA Secondary News 05 Cultivating curiosity about complexity: what happens when Year 12 start to read Orlando Figes’ The Whisperers? – Laura Bellinger (Read article) 16 ‘Billy plays the drums but Lizzie cannot play.’ Will music-making help them both anyway? Year...
    Teaching History 132: Historians in the Classroom

  • Cunning Plan 105: Crusades enquiry

      Teaching History feature
    Jamie Byrom’s article ‘Using a concluding enquiry to reinforce and assess earlier learning’ (TH 99) offered a practical solution both to weak knowledge acquisition in Year 7 and to effective, worthwhile assessment. This enquiry follows the same model. The assumption is that pupils would be carrying out this enquiry at...
    Cunning Plan 105: Crusades enquiry

  • Triumphs Show 105: Year 9s respond directly to 9/11

      Teaching History feature
    Caroline Godsell describes the reactions and concerns of two Year 9 classes after the 9/11 attack.
    Triumphs Show 105: Year 9s respond directly to 9/11

  • How should women’s history be included at Key Stage 3?

      Teaching History article
    Susanna Boyd ‘discovered’ women’s history while studying for her own history degree, and laments women’s continued absence from the school history curriculum. She issues a call-to-arms to make the curriculum more inclusive both by re-evaluating the criteria for curricular selection and by challenging established disciplinary conventions. She also weighs up...
    How should women’s history be included at Key Stage 3?

  • Teaching History 173: Opening Doors

      The HA's journal for secondary history teachers
    02 Editorial (Read article) 03 HA Secondary News 04 HA Update 08 Identity in history: why it matters and must be addressed! – Sophia Nzeribe Nascimento (Read article) 20 Triumphs Show: teaching Black Tudors as a window into Tudor England – Chris Lewis (Read article) 23 Cunning Plan... to use Black Tudors as a...
    Teaching History 173: Opening Doors

  • Cunning Plan 103: why did Henry VIII marry so many times?

      Teaching History feature
    This enquiry sequence was inspired by an Historical Association lecture given last year by Susan Doran entitled, ‘Why did Elizabeth I not marry?’ Through its 14-19 conferences, sections of this journal and local branch activity, the Historical Association has started to secure stronger connection between up-to-date historical scholarship and classroom...
    Cunning Plan 103: why did Henry VIII marry so many times?

  • ‘Its ultimate pattern was greater than its parts’

      Teaching History journal article
    Identifying the challenges his students faced both with recall and analysis of the content they had learned for their GCSE course, Ed Durbin devised a solution which focused not on exam skills and revision lessons, but on using Key Stage 3 to build the ‘hinterland’ of contextual knowledge and causal...
    ‘Its ultimate pattern was greater than its parts’

  • The devil is the detail

      Teaching History journal article
    Like many history departments, Hugh Richards' department at Huntington School uses enquiry questions to structure their medium-term planning. Yet Richards noticed that his efforts to build knowledge across an enquiry by teaching macro-narratives as an unfolding story seemed to make it harder for some pupils to see and retain the...
    The devil is the detail

  • From flight paths to spiders’ webs: developing a progression model for Key Stage 3

      Teaching History journal article
    The disapplication of level descriptions in the 2014 National Curriculum has spurred many history departments to rethink their approach not only to assessment but to their models of progression. In this article Rachael Cook builds on the recent work of history teachers such as Ford (TH157), Hawkey et al (TH161),...
    From flight paths to spiders’ webs: developing a progression model for Key Stage 3

  • Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

      Teaching History journal article
    Puzzled by the shrugs and unimaginative responses of his students when asked certain counterfactual questions, James Edward Carroll set out to explore what types of counterfactual questions would elicit sophisticated causal explanations. During his pursuit of the ‘gold standard’ of counterfactual reasoning, Carroll drew upon theories of academic history in...
    Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

  • Putting life into history: how pupils can use oral history to become critical historians

      Teaching History article
    However imaginative and enquiring classroom history may be, the history itself is usually constructed by a historian, a textbook author or a teacher. It is rare that pupils gain the opportunity to construct original histories of their own. Oral history can offer this opportunity. Yet as a methodology, oral history...
    Putting life into history: how pupils can use oral history to become critical historians