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Found 1,204 results matching 'revolutions' within Publications > Teaching History   (Clear filter)

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  • Polychronicon 144: Interpreting the 1930s in Britain

      Teaching History feature
    For students of my generation (born in 1954) the 1930s had a very clear identity; so, when the far-left Socialist Workers Party launched a campaign against unemployment, in 1975, with the slogan: ‘No Return to the Thirties', we all knew what they meant: unemployment, economic deprivation and the political betrayal...
    Polychronicon 144: Interpreting the 1930s in Britain

  • Exploring diversity at GCSE

      Teaching History article
    Having already reflected on ways of improving their students' understanding of historical diversity at Key Stage 3, Joanne Philpott and Daniel Guiney set themselves the challenge of extending this to post-14 students by means of fieldwork activities at First World War battlefields sites. In addition, they wanted to link the study...
    Exploring diversity at GCSE

  • Triumphs Show 144: Active learning to engage ‘challenging students'

      Teaching History feature
    Active learning to engage and challenge ‘challenging students' Historical significance may have been the ‘forgotten element' in 2002 when Rob Phillips first offered us the acronym ‘GREAT', but it has been seized upon with enthusiasm by the history education community. Christine Counsell's now famous five ‘R's (remarkable, remembered, resonant, resulting...
    Triumphs Show 144: Active learning to engage ‘challenging students'

  • Witchcraft - Using fiction with Year 8s

      Teaching History article
    Which women were executed for witchcraft? And which pupils cared?  Paula Worth was concerned that her low-attaining set were only going through the motions when tackling causal explanation. Identifying, prioritising and weighing causes seemed an empty routine rather than a fascinating puzzle engaging intellect and imagination. She was also concerned...
    Witchcraft - Using fiction with Year 8s

  • Teaching History 89

      The HA's journal for history teachers
    4 Editorial 5 Teaching History Briefing 9 'I can't remember doing Romans' by Elizabeth Wood and Cathie Holden 13 Colonies, colonials and World War II by Marika Sherwood 19 Does GCSE provide a valid assessment of the achievements of the more able? by Elizabeth Pickles 22 Time for history by...
    Teaching History 89

  • Teaching History 90

      The HA's journal for history teachers
    4 Editorial 5 Teaching History Briefing 10 A Role for History in Initial Teacher Education by Sally Pearce 12 In Touch with the Past: Music Making and Historical Re-enactments by Penlope Harnett and Liz Newman 17 Appeasement Role Play: the alternative to Munich by Robin Duff 20 Using Information Technology...
    Teaching History 90

  • Opportunities, challenges and questions: continual assessment in Year 9

      Teaching History article
    Our means of assessment might pose a problem. History teachers regularly set specific targets, with implicit or explicit reference to National Curriculum Levels, which are designed to move our pupils on and make them better historians. How, though, are we to prevent them from achieving their targets in a rather...
    Opportunities, challenges and questions: continual assessment in Year 9

  • Assessment without Level Descriptions

      Teaching History article
    Two heads of department in contrasting schools explain why they do not use Level Descriptions at all, other than at the very end of Key Stage 3. Influenced by ‘assessment for learning' principles, Sally Burnham and Geraint Brown develop a case for using assessment to help pupils grow in understanding...
    Assessment without Level Descriptions

  • Teaching History 144: History for All

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Paula Worth - Which women were executed for witchcraft? And which pupils cared? Low-attaining Year 8 use fiction to tackle three demons: extended reading, diversity and causation (Read article) 16 Yosanne Vella - The gradual transformation of historical situations: understanding ‘change and continuity'...
    Teaching History 144: History for All

  • Passive receivers or constructive readers?

      Teaching History article
    Rachel Foster reports here on research that she conducted into how students engage with academic texts. Unhappy with the usual range of texts that students encounter, often truncated and ‘simplified' in the name of accessibility, she designed a scheme of work which sought to find out how her students responded...
    Passive receivers or constructive readers?

  • Move Me On 143: Trying to tackle everything at once

      Teaching History feature
    This issue's problem: Emily Hobhouse seems to feel obliged to implement all the new ideas she is learning about at once. Emily Hobhouse has made an impressive start to her PGCE course. She switched to teaching after several years' work in legal practice which meant that she was already used to...
    Move Me On 143: Trying to tackle everything at once

  • Assessment of students' uses of evidence

      Teaching History article
    Drawing on her research into students' evidential reasoning, Elisabeth Pickles explores the possibilities for how such reasoning might be assessed. Existing exam mark schemes focus too heavily on generic processes involved in the analysis of source material and insufficiently on the historical validity of reasoning and conclusions produced. Approaching the...
    Assessment of students' uses of evidence

  • Polychronicon 143: the Balfour Declaration

      Teaching History feature
    In a letter from the British Foreign Secretary, A.J. Balfour, to Lord Rothschild, the Anglo-Jewish leader, on 2 November 1917, the British Government declared its intention to ‘facilitate' the ‘establishment in Palestine of a national home for the Jewish people'. The Balfour Declaration, as it became known, was endorsed by...
    Polychronicon 143: the Balfour Declaration

  • Should empathy come out of the closet?

      Teaching History article
    What is historical empathy and why is it important? What has gone wrong and what had gone right in past attempts to develop students' empathetic understanding? What does progression look like in this area of historical thinking and what are the  preconceptions that can act as barriers to progression? Lee...
    Should empathy come out of the closet?

  • Time's arrows? Using a dartboard scaffold to understand historical action

      Teaching History article
    Arthur Chapman presents a task-specific scaffold - a ‘dart' board - designed to teach students how to interrogate sources of information so that these become sources of evidence for particular claims about past actions, beliefs and aims. Chapman also uses his ‘dart' board to foster students' reflection on the degrees of...
    Time's arrows? Using a dartboard scaffold to understand historical action

  • Getting Year 7 to vocalise responses to the murder of Thomas Becket

      Teaching History article
    Mary Partridge wanted her pupils not only to become more aware of competing and contrasting voices in the past, but to understand  how historians orchestrate those voices. Using Edward Grim's eye-witness account of Thomas Becket's murder, her Year 7 pupils explored nuances in the word ‘shocking' as a way of...
    Getting Year 7 to vocalise responses to the murder of Thomas Becket

  • Cunning Plan 143: enquiries about the British empire

      Teaching History journal feature
    I wanted to give my Year 8 students ownership of their work on the British Empire by allowing them to suggest our ‘enquiry question'. In order to introduce the Empire, I brought in sugar, spices, bananas, chilli peppers and cotton. I then showed maps demonstrating the Empire at its height....
    Cunning Plan 143: enquiries about the British empire

  • Using visual sources to understand the arguments for women's suffrage

      Teaching History article
    Visual sources, Jane Card argues, are a powerful resource for historical learning but using them in the classroom requires careful thought and planning. Card here shares how she has used visual source material in order to teach her students about the women's suffrage movement. In particular, Card shows how a...
    Using visual sources to understand the arguments for women's suffrage

  • Creating confident historical readers at A-level

      Teaching History article
    How can we help pupils learn to read historically? Gary Howells explores this question by explaining how he builds reading challenges into the course of his pupils' post-16 studies and by describing some of the tasks that pupils are set and the principles that underpin them. Howells argues that over...
    Creating confident historical readers at A-level

  • Teaching History 143: Constructing Claims

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Gary Howells - Why was Pitt not a mince pie? Enjoying argument without end: creating confident historical readers at A Level (Read article) 15 Jane Card - Seeing the point: using visual sources to understand the arguments for women's suffrage (Read article) 20...
    Teaching History 143: Constructing Claims

  • Causation maps: emphasising chronology in causation exercises

      Teaching History article
    Analogies for teaching about causation abound. Rick Rogers is alert, however, to the risks inherent in drawing on everyday ideas to explain historical processes. What most often gets lost is the importance of the chronological dimension; both the length of time during which some contributory causes may have been present,...
    Causation maps: emphasising chronology in causation exercises

  • Historiography from below: how undergraduates remember learning history at school

      Teaching History article
    What do our students make of the history that we teach them? As part of an introductory module on historiography, Marcus Collins asked his undergraduate students to analyse the history that they had been taught at school and college using historiographic concepts. The results make for interesting reading. What do...
    Historiography from below: how undergraduates remember learning history at school

  • Developing sixth-form students' thinking about historical interpretation

      Teaching History article
    Understanding historical interpretation involves understanding how historical knowledge is constructed. How do sixth formers model historical epistemology? In this article Arthur Chapman examines a small sample of data relating to sixth form students' ideas about why historians construct differing interpretations of the past. He argues that understanding interpretation requires students to...
    Developing sixth-form students' thinking about historical interpretation

  • Polychronicon 142: 'instructive reversals' - (re)interpreting the 1857 events in Northern India

      Teaching History feature
    The dramatic, chaotic and violent events that took place in Northern India in 1857/8 have been interpreted in many ways, as, for example, the ‘Indian Mutiny', the ‘Sepoy War' and the ‘First Indian War of Independence'. The tales that have been told about these events have been profoundly shaped, however,...
    Polychronicon 142: 'instructive reversals' - (re)interpreting the 1857 events in Northern India

  • Teaching History 35

      Journal
    Teaching History, February 1983 Number 35 In this issue: Editorial, 2 History in Danger - Margaret Parker, 3 Watching the Detectives: A Critique of the Schools Council's Analogy between the Historian and the Detective - John Plowright, 6 Teaching History Competition, 9 Microcomputers and Local History Work in a Primary...
    Teaching History 35