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Found 599 results matching 'revolutions' within Secondary > Curriculum > Principles of planning   (Clear filter)

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  • ‘If you had told me before that these students were Russians, I would not have believed it’

      Teaching History article
    Bjorn Wansink and his co-authors have aligned their teaching of a recent and controversial historical issue – the Cold War – in the light of a contemporary incident. This article demonstrates a means of ensuring that students understand that different cultures’ views of their shared past are nuanced, rather than monolithic – a different concept in philosophy as well as in...
    ‘If you had told me before that these students were Russians, I would not have believed it’

  • Putting Catlin in his place?

      Teaching History article
    Jess Landy’s desire to introduce her pupils to a more complex narrative of the American West led her to the life story and work of a remarkable individual, George Catlin.  In this article she shows how she used this unusual micro-narrative in order to challenge pupils’ ideas not just about the bigger narrative of which it is a part, but about the...
    Putting Catlin in his place?

  • Of the many significant things that have ever happened, what should we teach?

      Teaching History article
    There are three basic strands to our lessons. How should we teach? What skills should we enable our students to build? What content should we use to deliver those skills? In this article Tony McConnell, who has been re-designing the curriculum in his school in response to a changed examination regimen, considers the issue of subject...
    Of the many significant things that have ever happened, what should we teach?

  • Cunning Plan 166: developing an enquiry on the First Crusade

      Teaching History feature
    "What shall I say next? We were all indeed huddled together like sheep in a fold, trembling and frightened, surrounded on all sides by enemies so that we could not turn in any direction. It was clear to us that this had happened because of our sins. A great clamour rose to the sky, not...
    Cunning Plan 166: developing an enquiry on the First Crusade

  • Active remembrance

      Teaching History article
    A year after the end of the First World War, George V stated: "I believe that my people in every part of the Empire fervently wish to perpetuate the memory of the Great Deliverance and those who laid down their lives to achieve it." From that moment, the idea of large-scale remembrance...
    Active remembrance

  • Challenging stereotypes and avoiding the superficial: a suggested approach to teaching the Holocaust

      Teaching History article
    Alison Kitson provides a rationale for a scheme of work for Year 9 (13-14 year-olds). She argues that teachers should analyse the kind of historical learning that is taking place when the Holocaust is studied. Critical of the assumption that learning will take place as a result of exposure, she...
    Challenging stereotypes and avoiding the superficial: a suggested approach to teaching the Holocaust

  • Move Me On 165: Capturing student interest vs. sense of period

      Teaching History feature
    This issue’s problem: In her concern to capture students’ interest Jennet Preston tends to present people in the past as weird and wonderful aliens... Jennet Preston has come into teaching as a second career, following a break to look after her young children. She is enthusiastic and full of ideas for...
    Move Me On 165: Capturing student interest vs. sense of period

  • Beyond tokenism: diverse history post-14

      Teaching History Article
    Nick Dennis shows how a ‘multidirectional memory’ approach to teaching history can move history teachers beyond seeing black history as separate or distracting from the history that must be aught at examination level. He gives examples of ways in which a diverse history can be built into examination courses, strengthening...
    Beyond tokenism: diverse history post-14

  • 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

  • New, Novice or Nervous? 164: Constructing narrative

      Teaching History feature: the quick guide to the no-quick-fix
    Narrative is shedding its status as the ‘underrated skill’, re-emerging as a requirement of the new GCSE in England. As Counsell has argued, constructing a narrative is ‘no easy option’, however, and asking students to ‘Write an account…’ lacks the comfortable familiarity of ‘Explain why…’ or ‘How far…’. Fortunately, many...
    New, Novice or Nervous? 164: Constructing narrative

  • Polychronicon 163: Europe: the longest debate

      Teaching History feature
    On 23 June, electors in the United Kingdom will vote on whether they wish to remain part of the European Union. The passionate debate around the question has seen the spectre of Hitler and the example of Churchill invoked, with varying  plausibility, by both sides. It has also drawn on the...
    Polychronicon 163: Europe: the longest debate

  • Promoting rigorous historical scholarship

      Teaching History article
    The history department at Cottenham Village College has one more member than you might expect. Ruth Brown is a teaching assistant (TA) and one of the longest-standing members of the department, and this article is about how her work has an impact on specific pupils, whole classes and teachers. The key...
    Promoting rigorous historical scholarship

  • Cunning Plan 163.1: GCSE Thematic study

      Teaching History feature
    I started teaching ‘crime and punishment through time’ thematically a few years ago. I was teaching it as a Schools History Project ‘study in development’. We had moved from ‘medicine through time’ in order to keep things fresh. After six times through the content, much as I loved it, crime,...
    Cunning Plan 163.1: GCSE Thematic study

  • Climate change: greening the curriculum?

      Teaching History article
    Inspired by the news that Bristol had become the UK’s first Green Capital, Kate Hawkey, Jon James and Celia Tidmarsh set out to explore what a ‘Green Capital’ School Curriculum  might look like. They explain how they created a cross-curricular project to deliver in-school workshops focused on the teaching of...
    Climate change: greening the curriculum?

  • The knowledge illusion

      Teaching History article
    Focusing on students’ attempts to explain the relative significance of different factors in Hitler’s rise to power, Catherine McCrory explores the vexed question of why students who seem able to express necessary historical knowledge on one occasion cannot effectively reproduce it on another. Drawing on a detailed analysis of what...
    The knowledge illusion

  • Polychronicon 160: Interpreting 'The Birth of a Nation'

      Teaching History feature
    Controversial from the first year of its release in 1915, 'The Birth of a Nation' has been hailed as both the greatest film ever made and the most racist. On 8 February 1915, it premiered in Los Angeles as 'The Clansman', the name of the novel and play upon which...
    Polychronicon 160: Interpreting 'The Birth of a Nation'

  • Teaching the very recent past

      Teaching History article
    ‘Miriam's Vision' is an educational project developed by the Miriam Hyman Memorial Trust, an organisation set up in memory of Miriam Hyman, one of the 52 victims of the London bombings of 2005. The project has developed a number of subject-based modules, including history, which are provided free to schools...
    Teaching the very recent past

  • 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

  • The Power of Context: using a visual source

      Teaching History article
    Drawing on her wealth of experience and expertise in using visual sources in the classroom, in this article Jane Card explores how a single painting, a portrait of Dido Elizabeth Belle Lindsay and her cousin Lady Elizabeth Murray, might form the basis for a sequence of lessons. Arguing that although highly...
    The Power of Context: using a visual source

  • New, Novice or Nervous? 160: Progression in evidential understanding

      Teaching History feature
    You have a wealth of fascinating sources you would love to explore with students but despair at their seeming inability to connect ‘source work' with the construction of historical claims. Year 7 get stuck in the ‘it's biased so we can never know' trap again and again. Year 9 students...
    New, Novice or Nervous? 160: Progression in evidential understanding

  • Engaging Year 9 students in party politics

      Teaching History article
    Sarah Black wanted to remedy Year 9's lack of knowledge about nineteenth-century politics. With just five lessons to work with, she decided to devise a sequence on Gladstone and Disraeli, shaping the sequence with an enquiry question that invited argument about change and continuity. Black analyses the status and function of different layers of knowledge within her sequence, evaluates the interaction...
    Engaging Year 9 students in party politics

  • Cunning Plan 159: Putting the people into Magna Carta

      Teaching History feature
    Does your heart skip with excitement at the prospect of a Year 7 lesson on Magna Carta? No? Magna Carta may be an important part of the long-term story of royal power and individual liberties but it is not a topic that excites many teachers. If it were, teachers would...
    Cunning Plan 159: Putting the people into Magna Carta

  • From horror to history: teaching pupils to reflect on significance

      Teaching History article
    In this detailed account of the first stages of a lesson sequence for Year 9 (13-14 year-olds), Kate Hammond sets out the tensions that must be examined and resolved when planning and teaching this most demanding of topics. How can young teenagers be helped to develop a mature response to...
    From horror to history: teaching pupils to reflect on significance

  • Transforming Year 11's conceptual understanding of change

      Teaching History article
    For all that history teachers appreciate the need to build substantive knowledge and conceptual understanding systematically over time, they are also likely to have experienced that sickening moment when they realise that a Year 11 pupil has somehow missed something fundamental. In Anna Fielding's case, her pupil's misconception was related to...
    Transforming Year 11's conceptual understanding of change

  • Cunning Plan 158: teaching about the history of the UK Parliament

      Teaching History feature
    2015 is something of a year of anniversaries. It is 50 years since Churchill's death, 200 years since Waterloo, 300 since the Jacobite ‘Fifteen', 600 since Agincourt, 800 since Magna Carta. Clearly every year brings around its own crop of anniversaries; this year just seems to have quite a few...
    Cunning Plan 158: teaching about the history of the UK Parliament