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Found 1,180 results matching 'TH 178' within Publications > Teaching History   (Clear filter)

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  • Does the grammatical ‘release the conceptual’?

      Teaching History article
    Jim Carroll noticed basic literacy errors in his Year 13s’ writing, but on closer examination decided that these were not best addressed purely as literacy issues. Through an intervention based on clauses, Carroll managed to enable his students to write better, but he did this by teasing out principles of...
    Does the grammatical ‘release the conceptual’?

  • Move Me On 163: Ahistorical thinking

      Teaching History feature
    Jane Whorwood’s concern to encourage students to think for themselves is leading to some very ahistorical thinking. Jane Whorwood has proved to be a generally confident and positive trainee, largely due to two years’ experience as a cover supervisor before committing to a formal training programme. She has made a...
    Move Me On 163: Ahistorical thinking

  • Developing multiperspectivity through cartoon analysis

      Teaching History article
    Studying cartoons can be an engaging experience for students but it can also present students with considerable difficulties. Cartoons are typically highly complex texts that are often very hard to interpret and students need to develop appropriate reading strategies to interpret cartoons effectively. In this article Ulrich Schnakenberg explores ways...
    Developing multiperspectivity through cartoon analysis

  • Exploring big overviews through local depth

      Teaching History article
    Exploring big overviews through local depth Rachel Foster and Kath Goudie's search for a more rigorous and interesting way of teaching Year 7 the Norman Conquest was initially driven by a desire to incorporate local history in a more meaningful way in their Key Stage 3 schemes of work. This...
    Exploring big overviews through local depth

  • Teaching History 159: Underneath the essay

      The HA's journal for secondary history teachers
    02 Editorial 03 Secondary News 04 HA Update 08 Pipes's punctuation and making complex historical claims: how the direct teaching of punctuation can improve students' historical thinking and written argument - Rachel Foster (Read article) 14 Triumphs Show: teaching paragraph construction - Kirstie Murray (Read article) 16 New, Novice or Nervous? 3 decades of...
    Teaching History 159: Underneath the essay

  • Polychronicon 136: Interpreting the Beatles

      Teaching History feature
    ‘The Beatles were history-makers from the start,' proclaimed the liner notes for the band's first LP in March 1963. It was a bold claim to make on behalf of a beat combo with one charttopping single, but the Beatles' subsequent impact on 1960s culture put their historical importance (if not...
    Polychronicon 136: Interpreting the Beatles

  • Making sense of the eighteenth century

      Teaching History article
    Making sense of the eighteenth century Pressures on curriculum time force us all to make difficult choices about curriculum content, but the eighteenth century seems to have suffered particular neglect. Inspired by the tercentenary of the accession of the first Georgian king and the interest in the Acts of Union prompted...
    Making sense of the eighteenth century

  • Teaching History 153: The Holocaust & Other Genocides

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Tamsin Leyman and Richard Harris - Connecting the dots: helping Year 9 to debate the purposes of Holocaust and genocide education (Read article) 11 Darius Jackson - ‘But I still don't get why the Jews': using cause and change to answer pupils' demand for an...
    Teaching History 153: The Holocaust & Other Genocides

  • Polychronicon 152: Changing interpretations of the workhouse?

      Teaching History feature
    The workhouse has long held a negative reputation in the popular imagination as the dreaded destination of the destitute, an institution guaranteed to strike fear into the hearts of the Victorian poor. This is partly owing to its design under the New Poor Law of 1834 as an explicit punishment...
    Polychronicon 152: Changing interpretations of the workhouse?

  • Polychronicon 127: The Crusades

      Teaching History feature
    Modern research on the crusades has concentrated on three basic questions. What were they? How were they justified? What motivated the crusaders? The first of these questions became controversial twenty-five years ago, when historians with a traditional approach to the subject, who took into consideration only those expeditions launched to...
    Polychronicon 127: The Crusades

  • Polychronicon 151: Interpreting the Revolution of 1688

      Teaching History feature
    John Morrill, one of the foremost historians of the British civil wars, has described the events of 1688-9 as the ‘Sensible Revolution'. The phrase captures the essence of a long-standing scholarly consensus, that this was a very unrevolutionary revolution. The origins of this interpretation go back to the late eighteenth...
    Polychronicon 151: Interpreting the Revolution of 1688

  • Developing students' thinking about change and continuity

      Teaching History article
    The more things change, the more they stay the same: developing students' thinking about change and continuity Finding ways to characterise the nature of change and continuity is an important part of the historian's task, yet students find it particularly challenging to do. Building on her previous work on change, Rachel...
    Developing students' thinking about change and continuity

  • Polychronicon 150: Interpreting the French Revolution

      Teaching History feature
    For most of the last two centuries, historical interpretations of the French Revolution have focused on its place in a grand narrative of modernity. For the most ‘counter-revolutionary' writers, the Revolution showed why modernity was to be resisted - destroying traditional institutions and disrupting all that was valuable in an...
    Polychronicon 150: Interpreting the French Revolution

  • Cunning Plan 149.2: Exploring the Migration experience

      Teaching History feature
    Teaching a class of newly arrived immigrant teenagers from various backgrounds and ethnicities poses many interesting challenges: varied levels of schooling, varied levels of mastery in a new language, no common frame of reference, varied ways of understanding and making sense of the world and very varied ways of making...
    Cunning Plan 149.2: Exploring the Migration experience

  • Polychronicon 149: Interpreting the Persian Wars

      Teaching History feature
    Truth-loving Persians do not dwell upon The trivial skirmish fought near Marathon. So begins Robert Graves' poem, The Persian Version. The conceit of the poem is to invert the standard narrative of the Persian war of the early fifth century BC - a narrative drawn from Greek sources such as...
    Polychronicon 149: Interpreting the Persian Wars

  • Tracing the popular memory of Rosa Parks with Year 9

      Teaching History article
    Inspired by Jeanne Theoharis’s biography of Rosa Parks, Ed Durbin initially planned to challenge the ‘fable’ that had been constructed around her life. He soon realised, however, that he wanted to take the opportunity to get ‘behind’ the fable and help his students understand how and why it had been constructed. Drawing...
    Tracing the popular memory of Rosa Parks with Year 9

  • Why do we continue to study the Holocaust?

      Teaching History article
    Educators at Imperial War Museums (IWM) have been leading voices in Holocaust education since the Holocaust Exhibition opened at IWM London in June 2000. In this article, Clare Lawlor shares the design of IWM’s new Holocaust Learning Programme for schools, and the pedagogic research that underpinned the design process. The...
    Why do we continue to study the Holocaust?

  • Mudlarking in the Thames: evidence, ecology and enquiry

      Teaching History article
    Maryam Dorudi arrived at her second PGCE placement school to find many pupils receiving free school meals and speaking English as an additional language. Wanting her students to identify as Londoners and historians, she was drawn into the world of mudlarking and Lara Maiklem. Over the course of eight lessons, she...
    Mudlarking in the Thames: evidence, ecology and enquiry

  • 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

  • Polychronicon 148: The Wars of the Roses

      Teaching History feature
    There are few periods in our history from which we turn with such weariness and disgust as from the Wars of the Roses. Their savage battles, their ruthless executions, their shameless treasons seem all the more terrible from the pure selfishness of the ends for which men fought, the utter...
    Polychronicon 148: The Wars of the Roses

  • Developing pupil explanation through web debates

      Teaching History article
    Kathryn Greenfield became dissatisfied with her pupils' written responses, particularly the rather limited explanations that they were giving in support of points that they made. Drawing here on recent work in using Virtual Learning Environments (VLEs) to develop pupil historical argument and reasoning, Greenfield explains how she used web debates...
    Developing pupil explanation through web debates

  • Transforming historical understanding through scripted drama

      Teaching History article
    An article on scripted drama might seem an unlikely choice for an edition devoted to getting students talking. Surely the point about a script is that the words used are chosen and prescribed by others. However, the examples presented here by Helen Snelson, Ruth Lingard and Kate Brennan demonstrate how...
    Transforming historical understanding through scripted drama

  • Firing enthusiasm for history through international conversation

      Teaching History article
    Richard Kerridge and Sacha Cinnamond explain how their history department built a culture of international dialogue and collaboration that enriches their students' historical learning. Videoconferencing is at the centre of these activities. Their story begins with an initial, moving encounter with the First World War battlefields that soon turned into...
    Firing enthusiasm for history through international conversation

  • Maximising the power of storytelling in the history classroom

      Teaching History article
    James Hopkins’s Year 10 class had been excited by their course on medicine through time, but were less enthused about their new study of Norman England. They told him that the topic felt ‘distant’ and ‘not real’. Recalling his own experience as a student, Hopkins was interested in the ways...
    Maximising the power of storytelling in the history classroom

  • The role of takeaways in shaping a history curriculum

      Teaching History article
    Jonathan Grande explains how he and his department faced up to the paradox that teaching rich detail is vital for good historical learning and is vital for students to remember in the short term, but is not essential to remember for ever. This article sets out his exploration of why...
    The role of takeaways in shaping a history curriculum