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Found 606 results matching 'french revolution' within Secondary > Curriculum > Principles of planning   (Clear filter)

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  • Sense, relationship and power: uncommon views of place

      Teaching History article
    Liz Taylor invites history teachers to consider how diverse and uncommon the ‘common’ person’s experience of place might be. She draws upon cultural geography to show how words like ‘place’, ‘space’ and ‘landscape’ can be unpacked and questioned and so become better tools for pupils’ critical thinking in both geography...
    Sense, relationship and power: uncommon views of place

  • A need to know: Islamic history and the school curriculum

      Teaching History article
    In this article, Nicolas Kinloch questions some of the principal justifications often advanced for teaching Islamic history in schools. In particular, he wants to move us beyond our concern with current events in the Middle East. He suggests that there are dangers in looking at Islamic history if it is...
    A need to know: Islamic history and the school curriculum

  • Triumphs Show 127: using the Anne Frank House's 'A Family Secret'

      Teaching History feature: celebrating and sharing success
    The Anne Frank House recently translated its comic book A Family Secret into English. By stressing the choices and dilemmas of ordinary people living in Amsterdam during the German Occupation, the comic seeks to revise the black and white ideas students hold of right and wrong. With five other history...
    Triumphs Show 127: using the Anne Frank House's 'A Family Secret'

  • You should be proud about your history. They make you feel ashamed:' Teaching history hurts

      Teaching History article
    As history teachers we are used to encouraging pupils to think; enabling them to express thoughts with clarity both verbally and in written form. Yet, if history as a school subject becomes purely cognitive, then something is missing. History deals with human behaviour and therefore the affective and the emotional...
    You should be proud about your history. They make you feel ashamed:' Teaching history hurts

  • 'Britain was our home': Helping Years 9, 10, and 11 to understand the black experience of the Second World War

      Teaching History article
    In this article, Helena Stride shows how the Imperial War Museum responded to criticism that insufficient attention had been paid to the contribution of black and Asian people to Britain’s wars. She focuses on one of two resource-packs produced by the Museum, which highlights the experience of Britain’s colonial peoples,...
    'Britain was our home': Helping Years 9, 10, and 11 to understand the black experience of the Second World War

  • 'How our area used to be back then': An oral history project in an east London school

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. How can oral history enquiries engage students with the study of history and help them connect their learning about the past to their present lives? How can oral history engage and develop students' understanding of...
    'How our area used to be back then': An oral history project in an east London school

  • Historical significance - the forgotten 'Key Element'?

      Teaching History article
    How many history departments regularly discuss the quality of their enquiries and teaching processes that relate to historical significance? It would not be unusual, in 2002, for a history department to spend time in a department meeting reflecting upon pupils’ learning about causation or to explore the connection between pupils’...
    Historical significance - the forgotten 'Key Element'?

  • Maybe they haven't decided yet what is right: English and Spanish perspectives on teaching historical significance

      Teaching History article
    Historians and history teachers understand well that students, when they ‘answer’ questions, are creating their own interpretation. We take account of this in our teaching too: we do not pretend that, beyond the level of the simplest closed questioning, there is ever a ‘right’ or ‘wrong’ answer approach to history....
    Maybe they haven't decided yet what is right: English and Spanish perspectives on teaching historical significance

  • 'Really weird and freaky': using a Thomas Hardy short story as a source of evidence in the Year 8 classroom

      Teaching History article
    Can 25 so-called ‘low ability’ girls access 30 pages of difficult text? Yes, much more easily they can access the tiny, sanitised, made-easy ‘gobbets’ that they are normally exposed to in the name of ‘access’. Mary Woolley makes the point that boring texts are those that tell you only essential...
    'Really weird and freaky': using a Thomas Hardy short story as a source of evidence in the Year 8 classroom

  • 'Who, after all, speaks today of the annihilation of the Armenians?'

      Teaching History article
    How can the Holocaust be represented? In this article, Andrew Wrenn takes as his example the United States Holocaust Memorial Museum. He helps teachers encourage pupils to get beneath the surface, and look analytically at the Museum itself as an interpretation of the Holocaust. Such an investigation provides pupils and...
    'Who, after all, speaks today of the annihilation of the Armenians?'

  • Triumphs Show 119: bringing the big picture to life using a 3D rollercoaster

      Teaching History feature
    In this edition of 'Triumphs Show' Kate Dacey demonstrates the effectiveness of visual stimuli in improving pupils' historical understanding. Dacey achieved this by using a 3D wall display to depict the turbulent period of the Reformation.
    Triumphs Show 119: bringing the big picture to life using a 3D rollercoaster

  • Triumphs Show 120.1 - Is music the answer to the Irish question in schools?

      Teaching History feature
    Ian Ollerenshaw shares with us a way to help GCSE pupils understand the complexities of the ‘Irish Question’ and start to empathise with diverse perspectives. He uses a medium – music – that is familiar to teenagers, beginning with their own music before moving on to songs specifically about Ireland.
    Triumphs Show 120.1 - Is music the answer to the Irish question in schools?

  • Moral dilemmas: history teaching and the Holocaust

      Teaching History article
    The new Holocaust Exhibition at the Imperial War Museum in London has been very favourably received by the general public, and by teachers and their students. Initially controversial - was a war museum the ideal site for such an exhibition, for example? - it has since been widely praised for...
    Moral dilemmas: history teaching and the Holocaust

  • Frameworks for linking pupils' evidential understanding with growing skill in structured, written argument: the 'evidence sandwich'

      article
    History teachers are increasingly good at designing exercises which develop skill in evidence analysis. The ubiquitous ‘source' is invariably analysed for utility and reliability. But how do pupils integrate such understandings with extended written work? How can they be helped to use these understandings in the creation of written argument?...
    Frameworks for linking pupils' evidential understanding with growing skill in structured, written argument: the 'evidence sandwich'

  • Triumphs Show 113: How to make the Elizabethan Religious Settlement sufficiently complicated for Year 8

      Teaching History feature
    This edition of the 'Triumphs Show' explains 'How to make the Elizabethan Religious Settlement sufficiently complicated for Year 8'.
    Triumphs Show 113: How to make the Elizabethan Religious Settlement sufficiently complicated for Year 8

  • Does scaffolding make them fall? Reflecting on strategies for developing causal argument in Years 8 and 11

      Teaching History article
    Jennifer Evans and Gemma Pate, history teachers in two Essex schools, had noticed that sometimes a writing frame did the opposite of what was intended. Sometimes a card sort fostered rich discussion and ownership; sometimes it led the students down a reductive rather than mind-opening path. Sometimes modelling of paragraphs...
    Does scaffolding make them fall? Reflecting on strategies for developing causal argument in Years 8 and 11

  • The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience

      Teaching History article
    What would you expect the differences to be between Japan and England in how pupils learn history in the post-14 phase? Perhaps your guess would be: Japanese school students learn a lot of historical facts and focus upon their own identity and English school students talk a lot more in...
    The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience

  • Thinking from the inside: je suis le roi

      Teaching History article
    Dale Banham and Ian Dawson show how active learning deepens students’ understanding of attitudes and reactions to the Norman Conquest. At the same time they build a bold argument for active learning, including a direct strike at the two most common objections to it. Many teachers still see it as...
    Thinking from the inside: je suis le roi

  • 'Don't worry, Mr. Trimble. We can handle it' Balancing the rationale and the emotional in teaching of contentious topics

      Teaching History article
    A common line amongst teachers and policy-makers seeking to theorise a workable relationship between history and the new subject of citizenship is to say that there must be a link with the present. This is harder than it sounds. If the implication is that the study of the past should...
    'Don't worry, Mr. Trimble. We can handle it' Balancing the rationale and the emotional in teaching of contentious topics

  • Uncovering the hidden histories: black and Asian people in the two world wars

      Teaching History Article
    The stories we tell in history are often stories about ourselves. This can lead to tremendous distortion. Rupert Gaze was shocked when a young black student told him that there was no point in his studying the Second World War because it had nothing to do with him or his...
    Uncovering the hidden histories: black and Asian people in the two world wars

  • ‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the classroom

      Teaching History article
    In this article, Alison Kitson and Alan McCully discuss the findings of their research into history teaching in the most divided part of the United Kingdom: Northern Ireland. Drawing on interviews with students and teachers, they consider what history teaching might contribute to an understanding of the current situation and...
    ‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the classroom

  • Does the linguistic release the conceptual? Helping Year 10 to improve their casual reasoning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Does new vocabulary help students to express existing ideas for which they do not yet have words or does it actually give them new ideas which they did not previously hold? James Woodcock asks whether...
    Does the linguistic release the conceptual? Helping Year 10 to improve their casual reasoning

  • Cunning Plan 186: teaching Samurai Japan in Key Stage 3

      Teaching History feature
    Like many history departments we have been seeking to develop schemes of work that are more outward-looking, and, as the National Curriculum describes, ‘enable pupils to know and understand significant aspects of world history’.  To my mind, Samurai Japan offers students the opportunity to explore a time and place that is...
    Cunning Plan 186: teaching Samurai Japan in Key Stage 3

  • Seeing, hearing and doing the Renaissance (Part 1): Let's have a Renaissance party!

      Teaching History article
    In two, linked articles, appearing in this and the next edition, Maria Osowiecki shares an account of a five-lesson enquiry, based on the concept of historical significance (National Curriculum Key Element 2e) for mixed ability Year 8. She wanted to experiment with an array of creative teaching techniques that would...
    Seeing, hearing and doing the Renaissance (Part 1): Let's have a Renaissance party!

  • Using fictional characters to explore the relationship between historical interpretation and contemporary attitude

      Teaching History article
    Helping students to understand how and why people in the present interpret the past differently is a challenge. It is also vital if we are to develop an understanding of why the meanings we ascribe to the past are not fixed, but rather are subject to our own prejudices or...
    Using fictional characters to explore the relationship between historical interpretation and contemporary attitude