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Found 232 results matching 'revolutions'

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  • 'Which was more important Sir, ordinary people getting electricity or the rise of Hitler?' Using Ethel and Ernest with Year 9

      Teaching History article
    Mike Murray offers further new perspectives on the relationship between overview and depth in pupils’ historical learning. In an account of his teaching with Raymond Briggs’ Ethel and Ernest to a ‘below-average ability’ class in Year 9, he constructs a rationale for using this moving strip cartoon to motivate, intrigue...
    'Which was more important Sir, ordinary people getting electricity or the rise of Hitler?' Using Ethel and Ernest with Year 9

  • A noisy classroom is a thinking classroom: speaking and listening in Year 7 history

      Teaching History article
    Rachael Rudham describes the thinking and discussion that led her department to plan systematically for the integration of speaking and listening tasks into Year 7 history lessons. Speaking and listening is a serious business; it is not a ‘light’ option, argues Rachael, and it should never be used as a...
    A noisy classroom is a thinking classroom: speaking and listening in Year 7 history

  • Beyond 'I speak, you listen boy!' Exploring diversity of attitudes and experiences through speaking and listening

      Teaching History article
    What is historical rigour in a speaking and listening activity? How do we make sure that a direct focus on improving the quality of pupils’ classroom talk is, at the same time, a focus upon strengthening historical knowledge, skill and understanding? For while it is possible to make a very...
    Beyond 'I speak, you listen boy!' Exploring diversity of attitudes and experiences through speaking and listening

  • 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

  • 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

  • From anecdote to argument: using the word processor to connect knowledge and opinion through revelatory writing

      Teaching History article
    Jayne Prior and Peter John argue that it is time to build upon what has been learned about historical writing using ICT and to acknowledge both opportunities and dangers in some current and popular practice. Critical of some of the weaker uses of ‘cut and paste’ activities, where pupils are...
    From anecdote to argument: using the word processor to connect knowledge and opinion through revelatory writing

  • Computers don't bite! Your first tentative steps in using ICT in the classroom.

      Article
    This article is for beginners. It will also provide perspectives and ideas for those training history teachers in the use of ICT for improving pupils’ learning. Drawing upon his experience in managing the HA’s NOF training programme, Alf Wilkinson outlines some practical activities that are ideal for getting the novice...
    Computers don't bite! Your first tentative steps in using ICT in the classroom.