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Found 1,186 results matching 'brief history' within Publications > Teaching History   (Clear filter)

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  • Polychronicon 169: Herodotus

      Journal article
    You can buy a cheap flight to Bodrum (south-west Turkey), now a popular package holiday tourist destination and in antiquity named Halicarnassus, and visit ancient Greek temples and a theatre dating back more than 2,000 years. In Bodrum’s incomparable Underwater Archaeology Museum, you can admire the extraordinary Phoenician, Carian, Cypriot,...
    Polychronicon 169: Herodotus

  • Cunning Plan 183: Teaching a broader Britain, 1625–1714

      Teaching History feature
    ‘Gruesome!’ was how we decided to describe our teaching of seventeenth-century British history, although ‘inadequate’ was probably more accurate. Oh, how much was wrong!  We had… Incoherence. The Civil War and Protectorate years plonked in between the Elizabethan Age and the origins of the industrial revolution. We had lost years! A...
    Cunning Plan 183: Teaching a broader Britain, 1625–1714

  • 'Assessing Pupil Progress'

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. England's Qualification and Curriculum Development Authority (QCDA) has been working on a new way of trying to support teachers in handling interim assessment during Key Stage 3. It is called Assessing Pupil Progress (APP). Jerome...
    'Assessing Pupil Progress'

  • What is good citizenship education in history classrooms?

      Teaching History article
    Ian Davies, Geoff Hatch, Gary Martin and Tony Thorpe seek to theorise - and to support teachers in their own theorising - concerning the purpose of citizenship education and criteria for good citizenship education. They aim for a professional precision that will be helpful to teachers, getting us beyond the...
    What is good citizenship education in history classrooms?

  • Transforming Year 11's conceptual understanding of change

      Teaching History article
    For all that history teachers appreciate the need to build substantive knowledge and conceptual understanding systematically over time, they are also likely to have experienced that sickening moment when they realise that a Year 11 pupil has somehow missed something fundamental. In Anna Fielding's case, her pupil's misconception was related to...
    Transforming Year 11's conceptual understanding of change

  • Note-making, knowledge-building and critical thinking are the same thing

      Teaching History article
    Heidi Le Cocq sets out the classic problem of the history teacher: how does she cover the content and ensure that pupils reflect and analyse at the same time? She relates this to a another problem: how do you prepare pupils well for coursework (ensuring, for example, that they adopt...
    Note-making, knowledge-building and critical thinking are the same thing

  • Mummy Mummy 181

      Teaching History feature
    Mummy, mummy, when can we go and visit the Brutish Museum? Not now, dear. Mummy’s trying to draft a letter to the head, explaining why the fact that the department has successfully taught a thematic unit on the history of medicine for more than 40 years, is not necessarily a good reason for insisting...
    Mummy Mummy 181

  • Questions and answers about questions and answers

      Teaching History article
    Intrigued by the wide range of pupils’ responses to a sourcebased essay question, Jonathan Sellin decided to investigate why pupils were using sources in such different ways. Probing his own philosophical assumptions about history, and how they have changed over time, prompted Sellin to explore pupils’ assumptions about how historians use sources to make claims about the past. By asking pupils to...
    Questions and answers about questions and answers

  • 'What's that stuff you're listening to Sir?' Rock and pop music as a rich source for historical enquiry

      Teaching History article
    Building on the wonderful articles by Mastin and Sweerts & Grice in TH 108, Simon Butler urges us here to make greater use of rock and pop music in history classrooms. His reasons are persuasive. First, it provides a rich vein of initial stimulus material to tap, helping us to...
    'What's that stuff you're listening to Sir?' Rock and pop music as a rich source for historical enquiry

  • How visual learning in 'A' level history can improve memory and conceptual understanding

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Steve Garnett shares some the techniques that he uses to involve different kinds of learner in his post-16 lessons and explains how he arrived at these approaches after reflecting on problems in his own early...
    How visual learning in 'A' level history can improve memory and conceptual understanding

  • Learning about an 800-year-old fight can't be all that bad, can it? Its like what Simon and Kane did yesterday': modern-day parallels in history

      Teaching History article
    Deborah Robbins charts a story of her own learning during the PGCE year. She explains how she identified a point of interest in her own practice - the use of modern-day examples. Turning this into a focus for testing her own hypotheses, she theorised from her own lessons to produce...
    Learning about an 800-year-old fight can't be all that bad, can it? Its like what Simon and Kane did yesterday': modern-day parallels in history

  • New, Novice or Nervous? 161: Teaching substantive concepts

      Teaching History feature
    It’s worrying when pupils reach Year 9 or 10 unable to properly interpret or find fluency in major abstract nouns that crop up again and again in history. They should have bumped into ‘empire’, ‘republic’, ‘federation’, ‘peasantry’, ‘commons’ and ‘communism’, many times by Year 10, so why are many students...
    New, Novice or Nervous? 161: Teaching substantive concepts

  • Teaching students to argue for themselves - KS3

      Teaching History article
    Keeley Richards secured a fundamental shift in some of her Year 13 students' ability to argue. She did it by getting them to engage more fully with the practice of argument itself, as enacted by four historians. At the centre of her lesson sequence was an original activity: the historians'...
    Teaching students to argue for themselves - KS3

  • Assessing the Battle of Waterloo in the classroom

      Teaching History article
    Defying the Iron Duke: assessing the Battle of Waterloo in the classroom The approaching bicentenary of the Battle of Waterloo has stimulated debate about how it should be commemorated. This article reports a collaboration between the Waterloo200 Committee and Tom Wheeley, history teacher, to create a lesson sequence analysing the...
    Assessing the Battle of Waterloo in the classroom

  • Why we must change history GCSE

      Teaching History article
    A head of steam for change in GCSE history has been building for some time now amongst history teachers, heads of history, advisers, teacher-trainers, researchers, consultants and all who regularly engage in debate about history teaching and learning. All those who read widely, share their practice, experience many Key Stage...
    Why we must change history GCSE

  • 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?

  • Sense, relationship and power: uncommon views of place

      Teaching History article
    Liz Taylor invites history teachers to consider how diverse and uncommon the ‘common’ person’s experience of place might be. She draws upon cultural geography to show how words like ‘place’, ‘space’ and ‘landscape’ can be unpacked and questioned and so become better tools for pupils’ critical thinking in both geography...
    Sense, relationship and power: uncommon views of place

  • Learning to read, reading to learn: strategies to move students from 'keen to learn' to 'keen to read'

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Conventionally, students learn to read before they come to secondary school. As a result, for the majority of our students, reading can be taken for granted. Yet sometimes, as history  teachers, we can find that...
    Learning to read, reading to learn: strategies to move students from 'keen to learn' to 'keen to read'

  • What's happening in History? Trends in GCSE and 'A'-level examinations

      Teaching History article
    Teaching History frequently celebrates and analyses the practice of those history departments that appear to buck trends. In keeping with the Historical Association’s Campaign for History and its popular ‘Choosing History at 14’ Pack, a number of articles and Triumphs Shows in recent editions of Teaching History have celebrated the...
    What's happening in History? Trends in GCSE and 'A'-level examinations

  • Thinking across time: planning and teaching the story of power and democracy at Key Stage 3

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Ian Dawson's seminal work on developing chronological understanding - in Teaching History 117, on the website thinkinghistory.co.uk and elsewhere - will be familiar to readers. In this article Dawson considers the question, very much on...
    Thinking across time: planning and teaching the story of power and democracy at Key Stage 3

  • Triumphs Show 119: bringing the big picture to life using a 3D rollercoaster

      Teaching History feature
    In this edition of 'Triumphs Show' Kate Dacey demonstrates the effectiveness of visual stimuli in improving pupils' historical understanding. Dacey achieved this by using a 3D wall display to depict the turbulent period of the Reformation.
    Triumphs Show 119: bringing the big picture to life using a 3D rollercoaster

  • Transforming Year 7's understanding of the concept of Imperialism: a case study on the Roman Empire

      Teaching History article
    Those of us in the U.K. know that many of our pupils finish their entire historical education without a satisfactory grasp of basic substantive concepts as they are used in history. Do all our low-attaining or ‘low ability’ 14-year-olds who are pressured to drop history at 14 really emerge with...
    Transforming Year 7's understanding of the concept of Imperialism: a case study on the Roman Empire

  • Teaching History 30

      Journal
    Editorial, 2 Notes on Contributors, 3 Down among the Deadmen: Graveyard Surveys for Local Studies - Brian Dix and Richard Smart, 3 Educational Objectives for History - Ten Years On -John Fines, 8 Notes and News, 10 A Primary School's Experiment with a Micro-Computor - James Gent, 11 History Abandoned?...
    Teaching History 30

  • Bob Dylan and the concept of evidence

      Teaching History article
    No edition of Teaching History devoted to creativity could be complete without returning to the riches that popular songs offer to historians and history teachers alike. The five Bob Dylan songs that Christopher Edwards explores here are chosen not merely for their ‘literary qualities' and ‘emotional charge'; they also provide...
    Bob Dylan and the concept of evidence

  • Steering your OFSTED inspector into the long-term reasons for classroom success

      Teaching History article
    Sue Dove describes a short but action-packed activity sequence that was designed explicitly to show the OFSTED inspector the impact of the department's professional thinking and long-term planning. An integrated approach to thinking and writing at Key Stage 3 and much training of pupils to adopt a disciplined and creative...
    Steering your OFSTED inspector into the long-term reasons for classroom success