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Found 618 results matching 'TH 178' within Secondary > Curriculum > Principles of planning   (Clear filter)

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  • The History of Afro-Brazilian People

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017ISSN: 14472-9474 Abstract This work is part of the following research projects: ‘Indians, Quilombolas, and Napalm’ funded by the Ministry of Education (MEC/CAPES-Brazil), and ‘Teaching-learning methodology and evaluation in controversial social issues of humanities and its...
    The History of Afro-Brazilian People

  • Building the Habit of Evidential Thinking

      Teaching History article
    Anna Aiken and her history colleagues had been reflecting on the stubborn problem of students failing to tackle GCSE questions about sources with adequate thought or understanding of evidence. Teaching them the typical requirements of the GCSE examination even appeared to make things worse, encouraging superficiality and failing to  bring about secure responses. Aiken and her colleagues noted that the problems...
    Building the Habit of Evidential Thinking

  • Triumphs Show 167: Keeping the 1960s complicated

      Teaching History feature: celebrating and sharing success
    During her PGCE year, it became evident to Rachel Coleman just how much pupils struggled with the complicated nature of history. They were troubled in particular by the lack of definitive answers, by the range of perspectives that might be held at the time of a particular event or development...
    Triumphs Show 167: Keeping the 1960s complicated

  • 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

  • Learning from the Aftermath of the Holocaust

      Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017 ISSN: 14472-9474 Abstract In this article I seek to encourage those involved in Holocaust education in schools to engage not just with the Holocaust but also with its aftermath. I conceptualise the latter in terms of two...
    Learning from the Aftermath of the Holocaust

  • 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

  • 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

  • Does the grammatical ‘release the conceptual’?

      Teaching History article
    Jim Carroll noticed basic literacy errors in his Year 13s’ writing, but on closer examination decided that these were not best addressed purely as literacy issues. Through an intervention based on clauses, Carroll managed to enable his students to write better, but he did this by teasing out principles of...
    Does the grammatical ‘release the conceptual’?

  • 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 T.E.A.C.H. Project

      A Report from The Historical Association on the Challenges and Opportunities for Teaching Emotive and Controversial History 3-19
    The report look at approaches that enable teachers to tackle these issues in ordinary lessons through rigorous and engaging teaching while at the same time challenging discrimination and prejudice.
    The T.E.A.C.H. Project

  • The T.E.A.C.H. Report

      HA Report
    The TEACH report outlines the sort of good practice in teaching sensitive topics which is available for teachers to share, not least through the Historical Association's programme of subject-specific training.
    The T.E.A.C.H. Report

  • Making sense of the eighteenth century

      Teaching History article
    Making sense of the eighteenth century Pressures on curriculum time force us all to make difficult choices about curriculum content, but the eighteenth century seems to have suffered particular neglect. Inspired by the tercentenary of the accession of the first Georgian king and the interest in the Acts of Union prompted...
    Making sense of the eighteenth century

  • Polychronicon 152: Changing interpretations of the workhouse?

      Teaching History feature
    The workhouse has long held a negative reputation in the popular imagination as the dreaded destination of the destitute, an institution guaranteed to strike fear into the hearts of the Victorian poor. This is partly owing to its design under the New Poor Law of 1834 as an explicit punishment...
    Polychronicon 152: Changing interpretations of the workhouse?

  • Polychronicon 127: The Crusades

      Teaching History feature
    Modern research on the crusades has concentrated on three basic questions. What were they? How were they justified? What motivated the crusaders? The first of these questions became controversial twenty-five years ago, when historians with a traditional approach to the subject, who took into consideration only those expeditions launched to...
    Polychronicon 127: The Crusades

  • Polychronicon 151: Interpreting the Revolution of 1688

      Teaching History feature
    John Morrill, one of the foremost historians of the British civil wars, has described the events of 1688-9 as the ‘Sensible Revolution'. The phrase captures the essence of a long-standing scholarly consensus, that this was a very unrevolutionary revolution. The origins of this interpretation go back to the late eighteenth...
    Polychronicon 151: Interpreting the Revolution of 1688

  • Developing students' thinking about change and continuity

      Teaching History article
    The more things change, the more they stay the same: developing students' thinking about change and continuity Finding ways to characterise the nature of change and continuity is an important part of the historian's task, yet students find it particularly challenging to do. Building on her previous work on change, Rachel...
    Developing students' thinking about change and continuity

  • Polychronicon 150: Interpreting the French Revolution

      Teaching History feature
    For most of the last two centuries, historical interpretations of the French Revolution have focused on its place in a grand narrative of modernity. For the most ‘counter-revolutionary' writers, the Revolution showed why modernity was to be resisted - destroying traditional institutions and disrupting all that was valuable in an...
    Polychronicon 150: Interpreting the French Revolution

  • Cunning Plan 149.2: Exploring the Migration experience

      Teaching History feature
    Teaching a class of newly arrived immigrant teenagers from various backgrounds and ethnicities poses many interesting challenges: varied levels of schooling, varied levels of mastery in a new language, no common frame of reference, varied ways of understanding and making sense of the world and very varied ways of making...
    Cunning Plan 149.2: Exploring the Migration experience

  • Polychronicon 149: Interpreting the Persian Wars

      Teaching History feature
    Truth-loving Persians do not dwell upon The trivial skirmish fought near Marathon. So begins Robert Graves' poem, The Persian Version. The conceit of the poem is to invert the standard narrative of the Persian war of the early fifth century BC - a narrative drawn from Greek sources such as...
    Polychronicon 149: Interpreting the Persian Wars

  • Tracing the popular memory of Rosa Parks with Year 9

      Teaching History article
    Inspired by Jeanne Theoharis’s biography of Rosa Parks, Ed Durbin initially planned to challenge the ‘fable’ that had been constructed around her life. He soon realised, however, that he wanted to take the opportunity to get ‘behind’ the fable and help his students understand how and why it had been constructed. Drawing...
    Tracing the popular memory of Rosa Parks with Year 9

  • Why do we continue to study the Holocaust?

      Teaching History article
    Educators at Imperial War Museums (IWM) have been leading voices in Holocaust education since the Holocaust Exhibition opened at IWM London in June 2000. In this article, Clare Lawlor shares the design of IWM’s new Holocaust Learning Programme for schools, and the pedagogic research that underpinned the design process. The...
    Why do we continue to study the Holocaust?

  • Teaching students to argue for themselves - KS3

      Teaching History article
    Keeley Richards secured a fundamental shift in some of her Year 13 students' ability to argue. She did it by getting them to engage more fully with the practice of argument itself, as enacted by four historians. At the centre of her lesson sequence was an original activity: the historians'...
    Teaching students to argue for themselves - KS3

  • Transforming historical understanding through scripted drama

      Teaching History article
    An article on scripted drama might seem an unlikely choice for an edition devoted to getting students talking. Surely the point about a script is that the words used are chosen and prescribed by others. However, the examples presented here by Helen Snelson, Ruth Lingard and Kate Brennan demonstrate how...
    Transforming historical understanding through scripted drama

  • Maximising the power of storytelling in the history classroom

      Teaching History article
    James Hopkins’s Year 10 class had been excited by their course on medicine through time, but were less enthused about their new study of Norman England. They told him that the topic felt ‘distant’ and ‘not real’. Recalling his own experience as a student, Hopkins was interested in the ways...
    Maximising the power of storytelling in the history classroom

  • The role of takeaways in shaping a history curriculum

      Teaching History article
    Jonathan Grande explains how he and his department faced up to the paradox that teaching rich detail is vital for good historical learning and is vital for students to remember in the short term, but is not essential to remember for ever. This article sets out his exploration of why...
    The role of takeaways in shaping a history curriculum