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Found 206 results matching 'holocaust' within Publications > Teaching History   (Clear filter)

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  • Cunning Plan 167: teaching the industrial revolution

      Teaching History article
    ‘Disastrous and terrible.’ For Arnold Toynbee, the historian who gave us the phrase ‘industrial revolution’, these three words sum up the period of dramatic technological change that took place in Britain across the eighteenth and nineteenth centuries. We may not habitually use Toynbee’s description in the classroom, but it is...
    Cunning Plan 167: teaching the industrial revolution

  • Thinking makes it so: cognitive psychology and history teaching

      Teaching History article
    What, exactly, is learned knowledge - and why does it matter in history teaching? Michael Fordham seeks to use the general tenets of cognitive psychology to inform the debate about how history teachers might get the best from their students, in particular in considering the role of memory. Fordham surveys the latest research concerning memory while also arguing that remembering does matter in history...
    Thinking makes it so: cognitive psychology and history teaching

  • Low-stakes testing

      Teaching History article
    The emphasis on the power of secure substantive knowledge reflected in recent curriculum reforms has prompted considerable interest in strategies to help students retain and deploy such knowledge effectively. One strategy that has been strongly endorsed by some cognitive psychologists is regular testing; an idea that Nick Dennis set out...
    Low-stakes testing

  • Triumphs Show 164: interpretations at A Level

      Teaching History feature: celebrating and sharing success
    Julia Huber and Katherine Turner found that their A-level students struggled to identify the line of argument in a passage of historical scholarship, an essential prerequisite for answering their coursework question. They devised an activity that helped students to unpick and visually contrast historians’ interpretations of the relative importance of...
    Triumphs Show 164: interpretations at A Level

  • Cunning Plan 98: Britain 1750-1900

      Teaching History feature
    Isaac Newton: ‘For every action, there is an equal and opposite reaction'. Learning that results from action and reaction deepens pupils' understanding of historical content and use of key study skills. It forces them to understand, to wrestle, to articulate, to challenge, to question. Getting pupils to act and react...
    Cunning Plan 98: Britain 1750-1900

  • Using nominalisation to develop written causal arguments

      Teaching History article
    How nominalisation might develop students’ written causal arguments Frustrated that previously taught writing frames seemed to impede his A-level students’ historical arguments, James Edward Carroll theorised that the inadequacies he identified in their writing were as much disciplinary as stylistic. Drawing on two discourses that are often largely isolated from...
    Using nominalisation to develop written causal arguments

  • Developing independent learning with Year 7

      Teaching History article
    Jaya Carrier’s decision to focus on developing a more independent  approach to learning in history at Key Stage 3 was prompted by concerns about her A-level students. In seeking to establish secure foundations for students’ own historical research, Carrier first examined the assumptions of her colleagues and her students. She...
    Developing independent learning with Year 7

  • Using causation diagrams to help sixth-formers think about cause and effect

      Teaching History article
    Alex Alcoe was concerned that mastery of certain keywords and question formulae at GCSE perhaps obscured fundamental gaps in his students’ understanding of the nature of causation. These gaps were revealed when he invited Year 12 students to make explicit, by annotating a diagram, their understanding of the relationship between...
    Using causation diagrams to help sixth-formers think about cause and effect

  • Teaching History 162: Scales of Planning

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 HA Update 08 From the history of maths to the history of greatness: towards worthwhile cross-curricular study through the refinement of a scheme of work - Harry Fletcher-Wood (Read article) 16 The whole point of the thing: how nominalisation might develop students’ written...
    Teaching History 162: Scales of Planning

  • Teaching History 161: Support & Independence

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 HA Update 08 ‘Come on guys, what are we really trying to say here?’ Using Google Docs to develop Year 9 pupils’ essay-writing skills - Lucy Moonen (Read article) 16 Post hoc ergo propter hoc? Using causation diagrams to empower sixth-form students in their...
    Teaching History 161: Support & Independence

  • Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?

      Teaching History article
    Ben Walsh presents a structured practical activity for teaching pupils about Northern Ireland through the use of murals. The activity can be carried out in Year 9 as part of a study on the twentieth-century world, or as part of a GCSE course. He stresses the importance of an informed...
    Practical classroom approaches to the iconography of Irish history or: how far back do we really have to go?

  • Move Me On 96: Struggling with language register - getting pitch right

      Teaching History feature
    This Issue's Problem: John Ball is having difficulty getting his language register right Problem: John is several weeks into his first school placement. He is very much enjoying the PGCE course. It is proving to be the intellectual and practical challenge that he hoped. He has come to the course...
    Move Me On 96: Struggling with language register - getting pitch right

  • Teaching History 178: Out now

      The HA's journal for secondary history teachers
    Read Teaching History 178 Constructing Accounts Teachers of history have long recognised the tensions inherent in our role. We must deal with the existence of notions of a core narrative (or narratives) of areas of the past, communicating what those notions are while enabling our students to engage critically with...
    Teaching History 178: Out now

  • Teaching History 160: Evidential Rigour

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 HA Update 08 The power of context: the portrait of Dido Elizabeth Belle Lindsay and Lady Elizabeth Murray - Jane Card (Read article) 16 ‘Miss, did this really happen here?' Exploring big overviews through local depth - Rachel Foster and Kath Goudie (Read article) 26 Teaching the...
    Teaching History 160: Evidential Rigour

  • Teaching History 177: Out now

      The HA's journal for secondary history teachers
    Read Teaching History 177 Building Knowledge As regular readers will know, the theme for each issue of Teaching History is usually determined in response to the range of proposals that the editors receive. Given the current focus within the education system in England on how knowledge is built cumulatively over...
    Teaching History 177: Out now

  • Analysing Anne Frank: a case study in the teaching of thinking skills

      Teaching History article
    For those lucky history departments in and around Newcastle this article will not be news. Peter Fisher alludes to the quasi-religious atmosphere that is often discernible amongst history teachers who have been working with the Thinking Skills groups linked to University of Newcastle Department of Education. He is not exaggerating...
    Analysing Anne Frank: a case study in the teaching of thinking skills

  • Teaching History 175: Out now

      24th June 2019
    The effort to discern hidden voices is intrinsic to the integrity of historical practice. The professional historian poring over primary sources strives to establish who can be heard in any text or artefact, which voices are being inadvertently favoured or what light further voices might shed on the question in...
    Teaching History 175: Out now

  • Ordinary pupils, extraordinary results: a structured approach to raising attainment at GCSE

      Article
    It is a very common complaint that history GCSE is unfairly demanding compared with other subjects. Well, it probably is. But that does not stop history at Robert Clack School from outperforming every other subject except art. Nor is this the story of one of those schools with an unusually...
    Ordinary pupils, extraordinary results: a structured approach to raising attainment at GCSE

  • Why Gerry likes history now: the power of the word processor

      Article
    Ben Walsh argues that many teachers of history completely miss the point of the word processor. Criticising those who use it merely for 'typing up' he reminds us that the purpose of the word processor, as with any other resource, is to teach good history. He analyses the types of...
    Why Gerry likes history now: the power of the word processor

  • Move Me On 92: Having problems teaching causation

      The problem page for history mentors
    This Issue's Problem: Melville Miles, student history teacher, is in Term 3 of his PGCE year. Melville has taught a number of excellent lessons in which he enabled pupils to reach high levels of historical understanding. His diagnostic assessment of pupils' work is unusually sophisticated for a PGCE student. Melville's...
    Move Me On 92: Having problems teaching causation

  • Move Me On 153: Teaching about genocide

      Teaching History feature
    This issue's problem: Susie Cook is struggling to sustain an emphasis on developing historical knowledge and understanding in teaching about genocide. Susie Cook worked for nearly ten years as a web designer before deciding to move into teaching. Once she had secured her place on the programme she spent several months...
    Move Me On 153: Teaching about genocide

  • Cunning Plan 103: why did Henry VIII marry so many times?

      Teaching History feature
    This enquiry sequence was inspired by an Historical Association lecture given last year by Susan Doran entitled, ‘Why did Elizabeth I not marry?’ Through its 14-19 conferences, sections of this journal and local branch activity, the Historical Association has started to secure stronger connection between up-to-date historical scholarship and classroom...
    Cunning Plan 103: why did Henry VIII marry so many times?

  • Teaching History 59

      Journal
    Editorial News Articles: History and Economic Awareness in the National Curriculum David Kerr Deconstruction to Reconstruction: Women's History through Local History Dave Welbourne Keeping the Past under Review Linda Vitagliano and Peter Lim History as Ethnography: a Pyschological Evaluation of a Theatre in Education Project - George Shand, Rosemary Linnell...
    Teaching History 59

  • Putting life into history: how pupils can use oral history to become critical historians

      Teaching History article
    However imaginative and enquiring classroom history may be, the history itself is usually constructed by a historian, a textbook author or a teacher. It is rare that pupils gain the opportunity to construct original histories of their own. Oral history can offer this opportunity. Yet as a methodology, oral history...
    Putting life into history: how pupils can use oral history to become critical historians

  • Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13

      Teaching History article
    Thinking skills’ is a term that has been substantially over-used. It often seems to be rather a lazy shorthand for justifying the teaching of history by suddenly bolting on some ‘thinking’ - as if history is not all about thought in the first place. Arthur Chapman suggests using techniques from...
    Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13