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Are historical thinking skills important to history teachers?
IJHLTR Article
International Journal of Historical Learning, Teaching and Research IJHLTR, Volume 14, Number 2 – Spring/Summer 2017
ISSN: 14472-9474
Abstract
This article presents some findings of a qualitative interview study with 42 Austrian history teachers, conducted in the framework of an on-going three-year research project (2015–2018) funded by the Austrian Science Fund. The study...
Are historical thinking skills important to history teachers?
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The Past, the Present and the Future of the Economic Crisis, through Greek Students’ Accounts of their History
IJHLTR Article
International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017ISSN: 14472-9474
Abstract
This is an analysis of 97 written questionnaires given to university students’, prospective teachers’. Students were asked first to narrate the Greek state’s history, second to make predictions about the future. It took...
The Past, the Present and the Future of the Economic Crisis, through Greek Students’ Accounts of their History
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Unnatural and essential: the nature of historical thinking
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Sam Wineburg's work, in particular his groundbreaking Historical Thinking and Other Unnatural Acts (2001), has a great deal to teach us about the discipline of history, the nature of historical education, and the specific cognitive framework...
Unnatural and essential: the nature of historical thinking
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No more mark schemes: manageable and meaningful assessment for Years 7–9
Teaching History article
In seeking to answer the question of how to make valid, reliable, and meaningful judgements about students’ work in history, Elizabeth Carr’s department abandoned criteria-based mark schemes and replaced them with a form of comparative judgement conducted in relation to a series of exemplars. In this article, Carr explains the...
No more mark schemes: manageable and meaningful assessment for Years 7–9
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Film: Creating a more positive interpretation of the Middle Ages at Key Stage 3
Secondary History Workshop Annual Conference 2019
Popular perceptions of life, politics and morality in the Middle Ages are overwhelmingly negative, a far cry from images being developed by historians through their research. This workshop explores how to tweak and change familiar topics (including the reign of Richard III) to create a more historically accurate, positive and...
Film: Creating a more positive interpretation of the Middle Ages at Key Stage 3
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Nazi perpetrators in Holocaust education
Teaching History article
The Holocaust is often framed, in textbooks and exam syllabi, from a perpetrator perspective as a narrative of Nazi policy. We are offered a different orientation here. Interrogating and understanding the Holocaust involves understanding why the people who perpetrated the Holocaust did the things that they did. As Wolf Kaiser...
Nazi perpetrators in Holocaust education
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Year 7 use musical language to think about King John
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
As an enthusiastic musician, Alison Meikle is always looking for ways to use music in the history classroom. While Teaching History has seen plenty of articles on using musical sources as evidence (e.g. Mastin in Teaching...
Year 7 use musical language to think about King John
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Note-making, knowledge-building and critical thinking are the same thing
Teaching History article
Heidi Le Cocq sets out the classic problem of the history teacher: how does she cover the content and ensure that pupils reflect and analyse at the same time? She relates this to a another problem: how do you prepare pupils well for coursework (ensuring, for example, that they adopt...
Note-making, knowledge-building and critical thinking are the same thing
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Christopher Hill: Marxism and Methodism
Historian article
Christopher Hill, the eminent historian of seventeenth century England, was a convinced Marxist throughout most of his long and productive life (1912-2003). He embraced this secular world-view when he was a young History student at Oxford in the polemical 1930s and never lost his ideological commitment, even though he resigned...
Christopher Hill: Marxism and Methodism
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Why this? Why now? Reviewing your history curriculum
North West History Forum keynote
Richard Kennett gave the keynote at the first HA North West History Forum at the end of January. He has turned his talk into this article so more of us can benefit from his thinking about curriculum.
This piece is unashamedly about curriculum. Put simply, curriculum is what stuff we choose...
Why this? Why now? Reviewing your history curriculum
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Can we educate Year 9 in genocide prevention?
Teaching History article
Patterns of genocide: can we educate Year 9 in genocide prevention?
Alison Stephen, who has wrestled for many years with the challenges of teaching emotional and controversial history within a multiethnic school setting, relished the opportunity to link her school's teaching of the Holocaust with a comparative study of other genocides....
Can we educate Year 9 in genocide prevention?
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Historical reasoning in the classroom
Teaching History article
Historical reasoning in the classroom: What does it look like and how can we enhance it?
The history education community has long recognised that historical thinking depends on the interplay between substantive knowledge about the past and the procedural, or second-order, concepts that historians use to construct, shape and give...
Historical reasoning in the classroom
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'Veni, Vidi, Vici!'
Historian article
A personal reflection on Julius Caesar and the conquest of Britain
Julius Caesar always brings to mind the famous dictum of Winston Churchill, ‘History will be kind to me, for I shall write it!' In his writings Julius Caesar provides a vivid and detailed account of his invasions of Britain in...
'Veni, Vidi, Vici!'
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Global Learning & Critical Thinking
Article
Critical thinking
GLP-E aims: Young people will also develop the skills to interpret that knowledge in order to make judgements about global poverty. In this way they will be able to:
think critically about global issues.
The GLP has a strong focus on developing young people's knowledge and understanding of...
Global Learning & Critical Thinking
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‘Miss, what’s the point of sources?’ Helping Year 11 to understand the discipline
Teaching History article
Clare Bartington noticed that her students’ focus on the specific kinds of question used in examinations appeared to have undermined their understanding of how historians actually use sources. Instead of approaching the traces or ‘leftovers’ of the past as potential sources of evidence in relation to a particular question, her students believed...
‘Miss, what’s the point of sources?’ Helping Year 11 to understand the discipline
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The Oxford Movement and Anglican Ritualism
Classic Pamphlet
The English Reformation of the Sixteenth century had been a compromise, both politically and theologically. The administrative framework of the medieval church, with its system of church courts, private patronage, pluralism, the social and financial gulf between the lower and higher clergy, its inadequacy of clerical education and its hierarchical...
The Oxford Movement and Anglican Ritualism
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Using databases to explore the real depth in the data
Teaching History article
Is it a good thing to have a lot of evidence? Surely the historian would answer that yes, it is: the more evidence that can be used, the better. The problem with this approach, though, is that too much data can be overwhelming for the history student - and, in...
Using databases to explore the real depth in the data
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Teaching pupils to analyse cartoons
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
In this practical account of a key aspect of history departmental policy, Joseph O'Neill presents a rationale for the systematic teaching of analytical techniques. Alert to the dangers of mechanistic and formulaic examination responses, the...
Teaching pupils to analyse cartoons
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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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Holistic assessment through speaking and listening
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Giles Fullard and Kate Dacey wanted to enrich their department's planning for progression across Key Stage 3 with a strong sequence of activities fostering argument. They wanted an opportunity for students to draw together their...
Holistic assessment through speaking and listening
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Stepping into the past: using images to travel through time
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Pupils are eternally curious about their teachers. Do they really have lives outside the classroom? Could Miss Jones have once been a child? Does she have parents and grandparents and a past of her own?...
Stepping into the past: using images to travel through time
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Carr, Evans, Oakshott and Rudge: the benefits of AEA history
Teaching History article
Sometimes the only way to go beyond the exam is to take another, more difficult, test. For the top—the very top—A2 students, there is such a test available. The Advanced Extension Award [AEA] is a history paper which encourages students finishing their school careers to think about history in a...
Carr, Evans, Oakshott and Rudge: the benefits of AEA history
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SHP and 'What is history?'
Article
In the 1970s a new approach to history teaching was developed through the auspices of the Schools Council History Project (SCHP) later named the Schools History Project (SHP). In order to engage pupils (and reverse the perceived danger of a declining uptake of history amongst pupils) the project authors designed...
SHP and 'What is history?'
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Direct teaching of paragraph cohesion
Teaching History article
How do we help pupils to write better paragraphs without actually doing it for them? How do we break down the process of essay writing into smaller steps without taking away pupils’ sense of the essay as a whole? How do we give lower-attaining pupils models, structures and frames without...
Direct teaching of paragraph cohesion
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Illuminating the shadow: making progress happen in casual thinking through speaking and listening
Teaching History article
Here is another breath of fresh air from the Thomas Tallis history department. In TH 103, Head of Department Tony Hier showed how he developed a rigorous framework for implementing government initiatives and improving departmental professional discourse at the same time. This time, from history teacher Vaughan Clark, we get...
Illuminating the shadow: making progress happen in casual thinking through speaking and listening
