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Does differentiation have to mean different?
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Richard Harris questions common assumptions about differentiation. In particular, he encourages teachers to avoid accepting too readily the view that pupils of different abilities must be given different resources or activities. Instead he builds a...
Does differentiation have to mean different?
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Time for chronology? Ideas for developing chronological understanding
Teaching History article
The successful study of history requires many things, but few would contest that an understanding of time is one of them. Quite what we mean by ‘an understanding of time’ needs clarification, however. Chronological understanding is one feature. But it is not simply an ability to place events in order...
Time for chronology? Ideas for developing chronological understanding
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Seeing double: how one period visualises another
Teaching History article
When pupils study interpretations or representations of the past which are neither from their own period nor from the period being interpreted/represented, they are having to employ sophisticated knowledge and skill. Jane Card describes this as ‘double vision’: the pupils must think about the period depicted (in this case the...
Seeing double: how one period visualises another
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Placing history: territory, story, identity - and historical consciousness
Teaching History article
How do we relate to the past? Does it tell us who we are? Is it a source of examples to follow and mistakes to avoid? Or can we go beyond that to something genuinely historical? Arthur Chapman and Jane Facey argue that as history teachers we have a responsibility...
Placing history: territory, story, identity - and historical consciousness
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Picturing place: what you get may be more than what you see
Teaching History article
Pictures abound in history classrooms and teachers use them in many different ways. They add - often literally - some colour to the past, helping us to imagine what different worlds were like. Pictures can be used quite legitimately in this way to fire imagination and stimulate interest. But we...
Picturing place: what you get may be more than what you see
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Empathy without illusions
Teaching History article
Empathy may have disappeared from official documents but the history teacher who does not still regularly think about it, plan for it and teach it would be hard to find. What is history if not, in part, an attempt to understand how people thought and felt in the past? This...
Empathy without illusions
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Move Me On 134: Getting enough A-level experience
Teaching History feature
Problem for the history mentor: Tom Clarkson is worried that he will not have enough A level teaching experience to teach Year 12 effectively next year.
Tom Clarkson is well into his second teaching placement and fears that the outline plans on his timetable for working with Year 12 will...
Move Me On 134: Getting enough A-level experience
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Teaching History 92: Explanation and Argument
Journal
Learning how to build a substantiated argument in Year 7, Being ambitious with the causes of the First World War: interrogating inevitability, Focused teaching for independent learning, Minimanlist cause boxes for maximal learning: one approach to the Civil War in Year 8, Guess Work: children's understanding of historical accounts and...
Teaching History 92: Explanation and Argument
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Conceptual awareness through categorising: using ICT to get Year 13 reading
Teaching History article
When presenting their practical approaches to post-16 teaching in Teaching History 103, both Richard Harris and Rachael Rudham argued that students need to ‘do’ things with information, to process it, play with it, classify it, if they are ever to understand or remember it. They made a case for not...
Conceptual awareness through categorising: using ICT to get Year 13 reading
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'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
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Reading and enquiring in Years 12 and 13
Teaching History article
Historical enquiry is blooming at Key Stage 3. Thanks to a rich array of source materials available on the web and in textbooks, superb history-specific training courses and genuinely innovative practice in schools, pupils can increasingly be found wrestling with demanding and often lengthy sources. They do this in order...
Reading and enquiring in Years 12 and 13
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Working with Boudicca texts - contemporary, juvenile and scholarly
Teaching History article
Please note: this article was written before the the 2014 National Curriculum and some content may now be outdated.
Robert Guyver describes a model for teaching Boudicca’s rebellion to pupils aged 7 to 13. Drawing on the tradition of critical source evaluation, he nonetheless shuns aspects of that tradition in favour of...
Working with Boudicca texts - contemporary, juvenile and scholarly
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'You be Britain and I'll be Germany...' Inter-school e-mailing in Year 9
Teaching History article
E-mailing is fast becoming our preferred means of communication and for good reason. It is immediate: we can fire off a few lines and receive a reply within seconds. It is also flexible: unlike a telephone conversation, we do not have to reply there and then; we can go away...
'You be Britain and I'll be Germany...' Inter-school e-mailing in Year 9
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Teaching History 65
Journal
Editorial 2
News 3
Articles:
Replies to Keith Jenkins and Peter Brickley: Always Historicise? Richard Aldrich 8
Clarity Please! Gavin Alexander 13
Economic Awareness through History P. J. Rogers 15
National Curriculum History and Teacher Autonomy: The Major Challenge Robert Phillips 21
Teaching History: Art American Experience Sean McGrath 25
Learning...
Teaching History 65
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Teachng History 40
Journal
Editorial 2
`On Monday I Took Back the Armour and the Video's, Ross Lee and Richard Davis 3
Committed Historiography and History Teaching in Nigerian Secondary Schools, Noel A. Ihebuzor 8
Report: Historical Consciousness and Identity, Charles Hannam 11
The European Dimension and German History, T.C. Lewis 12
Outstanding History...
Teachng History 40
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So, what exactly does an AST do?
Teaching History article
Professional development lies at the heart of any thriving, forward-thinking profession. In teaching, however, despite the government’s recent drive to ‘modernise’ the profession, it can still be a bit hit and miss. What are the opportunities for ambitious and successful teachers of history to widen their horizons and engage in...
So, what exactly does an AST do?
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Teaching History 37
Journal
In this issue:
Editorial, page 2
School History Visits and Piagetian Theory - Mike Pound, page 3
Film and the Study of History - The Imperial War Museum as a Practical Example - Paul Sargent, page 7
Teaching History in the Soviet Secondary General Education School - A.G. Koloskov, page...
Teaching History 37
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Teaching History 39
Journal
Editorial, page 2
A Small Local Investigation - David Wright, page 3
A Journey Back into the Past - Rebecca Bell, page 5
History Workshop Centre (Report), page 7
History of Education in Schools - Richard Aldrich, page 8
Christmas Holiday Lecture Quiz Prizewinner, page 11
Recreating a Trip to...
Teaching History 39
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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
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Teaching History 28
Journal
Editorial, page 2
Notes on Contributors, page 3
The Teaching History Imaginative Writing Competition 1980, page 3
Why History - the Teachers - Peter Carpenter, page 6
History 16-19, page 8
Profile: Peggy Bryant - Martin Booth, page 9
How I taught history - Sinclair Atkins, page 11
Practical Points...
Teaching History 28
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Databases, spreadsheets, and historical enquiry at Key Stage 3
Teaching History article
Databases and spreadsheets used to terrify many history teachers and even where some skill was gained, these tools were approached in a spirit of professional worthiness rather than of intellectual excitement. Rob Alfano oozes intellectual excitement and it is pretty obvious that he communicates this to his pupils. His approaches...
Databases, spreadsheets, and historical enquiry at Key Stage 3
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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
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Reflecting on rights: teaching pupils about pre-1832 British politics using a realistic role-play
Teaching History article
Ian Luff’s discussion of role-play and his many practical examples (Ian Luff (2000) in Issue 100) drew a huge and positive response from readers. Luff emphasised the simple and the realistic, and, at the same time, showed how to get maximum value from these winning activities through a tight learning...
Reflecting on rights: teaching pupils about pre-1832 British politics using a realistic role-play
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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
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Teaching History 35
Journal
Teaching History, February 1983 Number 35
In this issue:
Editorial, page 2
History in Danger - Margaret Parker, page 3
Watching the Detectives: A Critique of the Schools Council's Analogy between the Historian and the Detective - John Plowright, page 6
Teaching History Competition, page 9
Microcomputers and Local History...
Teaching History 35
