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

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  • Teaching History 27

      Journal
    Editorial, page 2 Notes on contributors, page 2 Oral History and the Raj - Andrew Reekes, page 4 Programmed Learning and Guided Learning in History - Brian Garvey, page 7 From a Victorian Scrapheap - David Jeremy, page 10 Simulations and Computers - Richard Ennals, page 13 Mr Polly's History,...
    Teaching History 27

  • A hankering for the blank spaces: enabling the very able to explore the limits of GCSE

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Many of us would love to have the problems encountered by Oliver Knight at his previous school. His students were simply doing too well - leaving him wondering how to stretch them to the limit...
    A hankering for the blank spaces: enabling the very able to explore the limits of GCSE

  • Polychronicon 132: Roman Emperors

      Teaching History feature
    Everyone has seen a Roman emperor. Whether at the British Museum's current Hadrian exhibition, or in Derek Jacobi's stuttering Claudius, or in Joachim Phoenix's psychotic Commodus, most people are aware of Roman emperors to some extent or other.1 They can be semi-legendary, or have been entirely ignored by  posterity. Some...
    Polychronicon 132: Roman Emperors

  • Cunning Plan 132: Year 7 and the new National Curriculum

      Teaching History feature
    How can we plan for a coherent Year 7 that makes the most of the new National Curriculum freedom and its almost limitless possible content? Answer: borders, boundaries (and books) Please note: this article was published before the current 2014 National Curriculum.
    Cunning Plan 132: Year 7 and the new National Curriculum

  • Teaching pupils how history works

      Teaching History article
    In the last edition of Teaching History Jayne Prior and Peter John presented an approach to extended writing that relied upon pupils’ earlier work.1 Pupil indignation was key. Furious at the blandness of some text presented to them, they used their own knowledge of colour, detail and drama to challenge...
    Teaching pupils how history works

  • Move Me On 100: Deciding on lesson objectives

      Teaching History feature
    This Issue's Problem: Hugh Horsea, PGCE student, is having difficulty deciding on his lesson objectives  Problem:  Hugh is a few weeks into his first placement. He is enthusiastic and hard working and was successful in the first teaching tasks that he undertook. However, now that he has moved beyond directed...
    Move Me On 100: Deciding on lesson objectives

  • Helping pupils with Special Educational Needs to develop a lifelong curiosity for the past

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Pupils in England have an entitlement to study history or geography until the age of sixteen. However, increasingly, some pupils seem to be discouraged from taking up this opportunity as it can be seen as...
    Helping pupils with Special Educational Needs to develop a lifelong curiosity for the past

  • Polychronicon 131: At your leisure

      Teaching History feature
    Leisure time - like time itself - is fluid, and keeps changing its social meanings. From a ‘serious' high political perspective there is no history of leisure and leisure is trivial. Such perspectives have long lost their grip on the historical imagination, of course, and we have had histories of...
    Polychronicon 131: At your leisure

  • Teaching History 25

      Journal
    Editorial, page 2 Imaginative Writing Competition 1980, page 2 The Teaching History Imaginative Writing Competition 1979, page 3 The Contributors, page 3 Patrick Richardson (1927-1979), page 5 CEE History - One approach - Ian Dawson, page 6 The Teaching of History, 11-18, A Consistent Approach - Jon Nichol, page 9...
    Teaching History 25

  • Was the workhouse really so bad? An encounter with a cantekerous tramp

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Have you stuggled to find an invigorating, exciting local enquiry to motivate your Year 9 class ? How do you engage students in lively debate? This was the challenge for one Norfolk school who wanted...
    Was the workhouse really so bad? An encounter with a cantekerous tramp

  • The how of history: using old and new textbooks in the classroom to develop disciplinary knowledge

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. What are textbooks for and how do we think of them? As inevitably partial views of the past that reflect their purpose and moment of construction and their authors' location in physical and ideological time...
    The how of history: using old and new textbooks in the classroom to develop disciplinary knowledge

  • Polychronicon 130: Dental, transcendental, regimental: Making Mangal Pandey

      Teaching History feature
    Have you stuggled to find an invigorating, exciting local enquiry to motivate your Year 9 class ? How do you engage students in lively debate? This was the challenge for one Norfolk school who wanted to develop a local study on the Poor Law and to create opportunities for students...
    Polychronicon 130: Dental, transcendental, regimental: Making Mangal Pandey

  • Teaching History 17

      Journal
    About the journal, page 2 The Editors, page 2 Islam in history, page 3 Resources - Islam in history, page 5 African history in the classroom, page 7 History in Central Africa, page 10 Review article - recently published books on African history, page 13 The historian's method - a...
    Teaching History 17

  • Teaching History 23

      Journal
    Editorial, page 2 The Contributors, page 2 Teaching History: A Content Analysis of Numbers 1 to 20 - Keith Hodgkinson and J. B. Thomas, page 3 History in Sixth Form Colleges in Hampshire - Joan Blyth, page 7 `Booth at Hitchin': Assessing Thinking in History - Bernard Barker and Alan Southgate,...
    Teaching History 23

  • Move Me On 128: Assessment without Levels

      Teaching History feature
    This Issue's Problem: Meg Dawson is keen to find ways of recognising and recording students’ progress and achievements without resorting to ‘levels’.
    Move Me On 128: Assessment without Levels

  • Building a better past: plans to reform the curriculum

      Teaching History article
    David Nicholls summarises some of the problems facing history education and offers a commentary on various cases for reform. He argues that we need to look at provision holistically from 5 to 21 and urges collaboration across phases and sectors. By working more closely together, the history community as a...
    Building a better past: plans to reform the curriculum

  • Life by sources A to F: really using sources to teach AS history

      Teaching History article
    The work of Gary Howells will be familiar to many readers of Teaching History—indeed, his last article is heavily cited elsewhere in this edition. He presents here the case in favour of using sources at AS level (16-17 years old). Clearly, historians need to have some form of acquaintance with...
    Life by sources A to F: really using sources to teach AS history

  • Move Me On 127: Using PowerPoint as anything more than glorified chalk and talk

      Teaching History feature
    This Issue's Problem: Nat Turner is feeling confused and aggrieved about what is expected of him in using ICT in his teaching.
    Move Me On 127: Using PowerPoint as anything more than glorified chalk and talk

  • Cunning Plan 127: Abolitionist icons

      Teaching History feature
    What makes someone an Icon? A cunning plan to explore the relative significance of individuals involved in abolishing the slave trade.
    Cunning Plan 127: Abolitionist icons

  • Teaching History 90

      Journal
    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

  • Move Me On 126: Setting worthwhile homework

      Teaching History feature
    Val Messalina is a lively and engaging young student teacher who has come straight to the PGCE course after completing her history degree. She has made a positive start to teaching but is quite nervous and tends to look for very clear guidance and support. She is now half way...
    Move Me On 126: Setting worthwhile homework

  • Ralph Sadleir: Hackney's Local Hero or Villain: Examples of learning opportunities in museums and historic sites at Key Stage 3

      Teaching History article
    The benefits of learning in historical sites and museums are well documented. De Silva, Smith and Tranter wrote in Teaching History 102, Inspiration and Motivation Edition, about exploring identity through the biography of a house, suggesting the possibility of teaching from the local to capture the national picture. However, students...
    Ralph Sadleir: Hackney's Local Hero or Villain: Examples of learning opportunities in museums and historic sites at Key Stage 3

  • What's your claim: Developing pupils' historical argument skills using asynchronous text based computer conferencing

      Teaching History article
    The potential that e-conferencing and message boarding have to engage pupils in historical debate and to enhance their ability and inclination to argue is increasingly well understood, as practice reported in these pages recently and the success and expansion of the Historical Association’s Centenary Debates initiative both demonstrate. In this...
    What's your claim: Developing pupils' historical argument skills using asynchronous text based computer conferencing

  • I understood before, but not like this: maximising historical learning by letting pupils take control of trips

      Teaching History article
    We are used, in the current idiom, to ‘sharing objectives with pupils’. Too often, however, they are emphatically our objectives rather than theirs and sharing is shorthand for one-way communication. Helen Snelson’s article explores what sharing objectives can mean when objectives are genuinely jointly produced, rather than ‘cascaded’ and reports...
    I understood before, but not like this: maximising historical learning by letting pupils take control of trips

  • Miss, now I can see why that was so important: using ICT to enrich overview at GCSE

      Teaching History article
    Reflection and evaluation are key tools in the box of the successful history teacher. However, a focus on resources or exam results is futile unless a desire to develop pupils’ historical understanding is at the heart of the evaluation process. Maria Osowiecki’s department faced two problems: how to develop their...
    Miss, now I can see why that was so important: using ICT to enrich overview at GCSE