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Found 1,124 results matching 'french revolution' within Publications > Teaching History   (Clear filter)

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  • Cunning Plan 185… for building difference into GCSE curriculum design

      Teaching History feature
    Many history teachers have been busy making space in their curriculum plans for different sorts of histories. This process, as Priyamavda Gopal has argued (in response to claims that moves to decolonise the curriculum constitute an attempt to censor history by editing out those bits viewed as ‘stains’ on the nation’s...
    Cunning Plan 185… for building difference into GCSE curriculum design

  • Power, authority and geography

      Teaching History article
    Dissatisfied by her previous enquiries on medieval kingship and inspired by Helen Castor’s 'She-Wolves', Elizabeth Carr sought to incorporate the stories of powerful medieval women such as Empress Matilda and Eleanor of Aquitaine into her Key Stage 3 curriculum. Carr used these stories to highlight to her pupils the crucial...
    Power, authority and geography

  • History using information technology: past, present and future

      Article
    Alaric Dickinson gives an overview of recent developments in the teaching of history using ICT and relates these to different contexts. He examines the appeal of the History Using IT materials and places these in the context of earlier developments. He also considers the role of ICT in the context...
    History using information technology: past, present and future

  • Teaching History 74

      Journal
    2 Editorial 3 News 7 The Aims of School History John White 10 Beyond the Old Dichotomies: Some Reflections on Hayden White Keith Jenkins 17 Teaching Post-Modern History: A Rational Proposition for the Classroom? Peter Brickley 23 What is the Future for the History National Curriculum? Frances M. Connelly 27...
    Teaching History 74

  • Cunning Plan 134: local history at KS3

      Teaching History feature
    Question: How can we plan to integrate local history into Key Stage 3 schemes of work so that pupils are engaged by the relevance of the subject across different periods of time? Local history can come in all shapes and sizes, from a large-scale oral history project to the perusal...
    Cunning Plan 134: local history at KS3

  • HA Update: History for all – a wider view

      Teaching History feature
    In this update, I plan to share ideas and practice from colleagues who lead and teach history in special schools in the northeast of England. Ten years have passed since the publication of History for All and this therefore seems a good moment for reflection. By 2011, in many of England’s schools,...
    HA Update: History for all – a wider view

  • Triumphs Show 182: A public lecture series

      Teaching History feature
    The history we present to students, however rigorous and challenging, and however full of integrity in eflecting history as a discipline, is a shiny show of our best resources. Peeling back this curtain and allowing students to see the real world of academic history was a major motivation in inviting some...
    Triumphs Show 182: A public lecture series

  • Teaching History 73

      Journal
    Editorial 2 News 3 Articles: What Is Bias? Sean Lang 9 Facing some of the Dilemmas of History-teacher Education in South Africa Rosemary Mulholland and Helen Ludlow 14 Have I Got a Witness? A Consideration of the Use of Historical Witnesses in the Primary Classroom Peter Vass 19 Teaching Chronology...
    Teaching History 73

  • 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

  • Touching, feeling, smelling, and sensing history through objects

      Teaching History article
    Lots has been written in recent years about how history teachers can bring academic scholarship into the classroom. This article  takes this interest in academic practice a step further, examining how pupils can engage directly with the kinds of sources to which historians are increasingly turning their attention: the ‘everyday’ objects of ordinary life. Building on...
    Touching, feeling, smelling, and sensing history through objects

  • Using extra-curricular opportunities to broaden students’ encounters with history

      Teaching History article
    In this article, Jess Angell shows how her department seeks to make extra-curricular activities accessible to all. There is a strong focus on involving professional historians, since so many students seem not to understand who historians are, or what they do. But the audience is wider than just history students:...
    Using extra-curricular opportunities to broaden students’ encounters with history

  • Triumphs Show 133: Getting more pupils choosing History at GCSE

      Teaching History feature
    It is often remarked that history is under pressure nationally at GCSE. Our history numbers have never been enormous, and we have recently gone down from 2 sets to one set. The crunch came in 2007 when we collapsed to a dismal 12 students. A variety of factors may have...
    Triumphs Show 133: Getting more pupils choosing History at GCSE

  • How to make historical simulations adaptable, engaging and manageable

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Dan Moorhouse suggests that history teachers are sometimes put off role-play or simulations because the amount of preparation - intellectual and practical - appears both time-consuming and expensive. He argues that effective simulations need be...
    How to make historical simulations adaptable, engaging and manageable

  • Teaching History 71

      Journal
    Editorial 2 News 3 Articles: Bridge that Gap! Are There Opportunities within the National Curriculum to Promote Co-operative Work between History and English? Ian Davies and Mary Bousted 10 The National Oracy Project Hilary Kemeny 15 Oral History: Working with Children Inge Cramer 17 Historically Speaking - Pauline Loader 20...
    Teaching History 71

  • Teaching History 69

      Journal
    Editorial 2 News 3 Articles: Young Children's Thinking in History Hilary Cooper 8 The Magnificent Seven: Reasons for Teaching about Prehistory Peter Stone 13 National Curriculum History, Schemes of Work and the Primary School Child Brian Scott 19 Delivering the Primary History Curriculum Keith Crawford and Graham Rogers 22 The...
    Teaching History 69

  • Polychronicon 174: Votes for Women

      Teaching History feature
    The beginnings of the nationally organised campaign for women’s suffrage began with suffragists’ orchestration of the petition to Parliament in favour of female suffrage in 1866. The petition contained almost 1,500 names from across the country and was presented to parliament by the Liberal MP John Stuart Mill; it was...
    Polychronicon 174: Votes for Women

  • Triumphs Show 173: Teaching Black Tudors

      Teaching History journal feature
    I am ashamed to admit that, until recently, my teaching of black history did not go beyond schemes of work on the transatlantic slave trade and the civil rights movement in the USA. This all changed in November 2017 when I heard Dr Miranda Kaufmann on the ‘BBC History Extra’...
    Triumphs Show 173: Teaching Black Tudors

  • Cunning Plan 101: how emailing enhanced students' debating skills

      Teaching History feature
    Richard Harris and Diana Laffin describe how e-mailing enhanced their students' debating skills.
    Cunning Plan 101: how emailing enhanced students' debating skills

  • Confronting conflicts: history teachers’ reactions to spontaneous controversial remarks

      Teaching History article
    Sometimes, things don’t go to plan. Current events come into the classroom, especially the history classroom. How should students’ responses to current affairs be dealt with there? How should students’ desire  to voice their opinions be handled if their opinion is unpopular. What if the student is simply wrong? How...
    Confronting conflicts: history teachers’ reactions to spontaneous controversial remarks

  • New, Novice or Nervous? 170: Building students’ historical argument

      Article
    This page is for those new to the published writings of history teachers. Each problem you wrestle with, other teachers have wrestled with too. Quick fixes don’t exist. But in others’ writing, you’ll soon find something better: conversations in which other history teachers have debated or tackled your problems –...
    New, Novice or Nervous? 170: Building students’ historical argument

  • Cunning Plan 112: Empire

      Teaching History feature
    ‘Empire’ is an historical concept with a rather imprecise range of meanings. Students need to be able to track their changing understanding of what an empire actually is. Into our workschemes for Years 7 to 13 we have therefore introduced a number of enquiry questions that simultaneously build knowledge about...
    Cunning Plan 112: Empire

  • Mummy, Mummy 169: using our historical imagination

      Teaching History feature
    Mummy, Hilary Mantel says we can talk with the dead. If that’s true surely it makes history far more accessible? I’m not sure she goes that far. She’s saying that we can and should do more to try listening and looking for the dead – but that there is a...
    Mummy, Mummy 169: using our historical imagination

  • Hearts, minds and souls: Exploring values through history

      Teaching History article
    Steve Illingworth argues that moral and intellectual development are not merely linked in the learning of history, but that moral development is a fitting goal for the study of history in its own right. He provides practical examples of ways of getting pupils to reflect on questions of right and...
    Hearts, minds and souls: Exploring values through history

  • Teaching History 66

      Journal
    Editorial 2 News 3 Articles: The Discursive Turn: Tony Bennett and the Textuality of History Keith Jenkins 7 History Reprieved? Terry Haydn 17 Overwhelming Evidence: Written Sources and Primary History Peter Vass 21 Towards a Controllable Time Machine' Sean O'Conaill 27 Beating the Invader in 1941: A 7-year-old's Experiences John Kinross...
    Teaching History 66