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Found 78 results matching 'brief history' within Secondary > Curriculum Support > Curriculum Issues > Historical Argument   (Clear filter)

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  • 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

  • Dealing with the consequences

      Teaching History journal article
    Do GCSE and A-level questions that purport to be about consequences actually reward reasoning about historical consequences at all? Molly-Ann Navey concluded that they do not and that they fail to encourage the kind of argument that academic historians engage in when reaching judgements about consequences. Navey decided that it...
    Dealing with the consequences

  • Using nominalisation to develop written causal arguments

      Teaching History article
    How nominalisation might develop students’ written causal arguments Frustrated that previously taught writing frames seemed to impede his A-level students’ historical arguments, James Edward Carroll theorised that the inadequacies he identified in their writing were as much disciplinary as stylistic. Drawing on two discourses that are often largely isolated from...
    Using nominalisation to develop written causal arguments

  • Assessment after levels

      Free Teaching History article
    Ten years ago, two heads of department in contrasting schools presented a powerfully-argued case for resisting the use of level descriptions within their assessment regimes. Influenced both by research into the nature of children's historical thinking and by principles of assessment for learning, Sally Burnham and Geraint Brown argued that...
    Assessment after levels

  • What's your claim: Developing pupils' historical argument skills using asynchronous text based computer conferencing

      Teaching History article
    The potential that e-conferencing and message boarding have to engage pupils in historical debate and to enhance their ability and inclination to argue is increasingly well understood, as practice reported in these pages recently and the success and expansion of the Historical Association’s Centenary Debates initiative both demonstrate. In this...
    What's your claim: Developing pupils' historical argument skills using asynchronous text based computer conferencing

  • Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

      Teaching History journal article
    Puzzled by the shrugs and unimaginative responses of his students when asked certain counterfactual questions, James Edward Carroll set out to explore what types of counterfactual questions would elicit sophisticated causal explanations. During his pursuit of the ‘gold standard’ of counterfactual reasoning, Carroll drew upon theories of academic history in...
    Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

  • Finding the place of substantive knowledge in history

      Teaching History article
    ‘What exactly is parliament?' finding the place of substantive knowledge in history The relationship between knowledge and literacy is a central concern for all teachers. In his teaching, Palek noted that his students were struggling to understand complex substantive concepts such as ‘parliament' and decided to explore the relationship between students'...
    Finding the place of substantive knowledge in history

  • From The Holocaust To Recent Mass Murders And Refugees

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017ISSN: 14472-9474 Abstract Through studying cases of genocide and mass atrocities, students can come to realize that: democratic institutions and values are not automatically sustained but need to be appreciated, nurtured, and protected; silence and indifference to the...
    From The Holocaust To Recent Mass Murders And Refugees

  • Effective essay introductions

      Teaching History article
    Struck by the dullness of some of her students’ essay introductions, Paula Worth reflected on the fact that she had never focused specifically on introductions. After surveying existing work by history teachers on essay structure in general and introductions in particular, she turns to the work of historians. Drawing on...
    Effective essay introductions

  • Slaying dragons and sorcerers in Year 12: in search of historical argument

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Reflecting on his GCSE and post-16 students' essays, Michael Fordham began to wonder if there were something missing in the way he taught students to write. Work on structure that was designed to strengthen argument...
    Slaying dragons and sorcerers in Year 12: in search of historical argument

  • Using Google Docs to develop Year 9 pupils’ essay-writing skills

      Teaching History article
    Lucy Moonen set out to explore whether collaborative writing in small groups, facilitated by the use of Google Docs, would help to sustain students’ focus on essay writing as the development of an historical argument. She explains how she set up an essay on the League of Nationals as a...
    Using Google Docs to develop Year 9 pupils’ essay-writing skills

  • Continuity in the treatment of mental health through time

      Teaching History article
    Where's the other ‘c'? Year 9 examine continuity in the treatment of mental health through time Helen Murray, Rachel Burney and Andrew Stacey-Chapman show how they strengthened three goals of their practice - secure knowledge, narrative shapes and conceptual analysis - by securing strong connection between them. The curricular focus...
    Continuity in the treatment of mental health through time

  • Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13

      Teaching History article
    Thinking skills’ is a term that has been substantially over-used. It often seems to be rather a lazy shorthand for justifying the teaching of history by suddenly bolting on some ‘thinking’ - as if history is not all about thought in the first place. Arthur Chapman suggests using techniques from...
    Asses, archers and assumptions: strategies for improving thinking skills in history in Years 9 to 13

  • Polychronicon 166: The ‘new’ historiography of the Cold War

      Teaching History feature
    A great deal of new writing on the Cold War sits at the crossroads of national, transnational and global perspectives. Such studies can be so self-consciously multi-archival and multipolar, methodologically pluralist in approach and often ‘decentring’ in aim, that some scholars now worry that the Cold War risks losing its coherence as a distinct object of...
    Polychronicon 166: The ‘new’ historiography of the Cold War

  • New, Novice or Nervous? 159: Writing history essays

      Teaching History feature
    Until the 1990s, it was unusual for the majority of England's secondary school students to write history essays. The traditional essay was a staple of the old History O Level examinations, but fewer than 20% of pupils did these history exams. In the 1980s, various history teachers became increasingly concerned...
    New, Novice or Nervous? 159: Writing history essays

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

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. 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?...
    Frameworks for linking pupils' evidential understanding with growing skill in structured, written argument: the 'evidence sandwich'

  • Move Me On 186: trainee provides little scope for students to use their knowledge in analysis/argument

      Teaching History feature
    Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon...
    Move Me On 186: trainee provides little scope for students to use their knowledge in analysis/argument

  • The Tudor Monarchy in crisis: using a historian's account to stretch the most able students in Year 8

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Contributors to this journal have long recognised that success in public examinations is at least partly achieved by carefully teaching in Key Stage 3. A critical component of A-Level is that students who wish to...
    The Tudor Monarchy in crisis: using a historian's account to stretch the most able students in Year 8

  • 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

  • ‘Its ultimate pattern was greater than its parts’

      Teaching History journal article
    Identifying the challenges his students faced both with recall and analysis of the content they had learned for their GCSE course, Ed Durbin devised a solution which focused not on exam skills and revision lessons, but on using Key Stage 3 to build the ‘hinterland’ of contextual knowledge and causal...
    ‘Its ultimate pattern was greater than its parts’

  • What made your essay successful? I ‘T.A.C.K.L.E.D' the essay question!

      Teaching History article
    Teaching in Singapore, Tze Kwang Teo cannot conceive of a history teacher unfamiliar with the mnemonic ‘PEE' (or ‘PEEL') used to structure students' essays. Its ubiquity is testimony to its power, reminding students both to explain and to substantiate their claims. Yet, as Foster and Gadd have argued, its neat formulation can restrict and distort historical thinking. Building on their critique, Teo argues that the focus of PEE/L...
    What made your essay successful? I ‘T.A.C.K.L.E.D' the essay question!

  • 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

  • Move Me On 192: analytical focus with diverse histories

      Teaching History feature
    Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon...
    Move Me On 192: analytical focus with diverse histories

  • Challenging not balancing: developing Year 7's grasp of historical argument through online discussion and a virtual book

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. This article is about using story to construct a learning journey for a Year 7 class. It reports an innovative use of a virtual learning environment to construct a narrative e-book into which argument tasks...
    Challenging not balancing: developing Year 7's grasp of historical argument through online discussion and a virtual book

  • Using causation diagrams to help sixth-formers think about cause and effect

      Teaching History article
    Alex Alcoe was concerned that mastery of certain keywords and question formulae at GCSE perhaps obscured fundamental gaps in his students’ understanding of the nature of causation. These gaps were revealed when he invited Year 12 students to make explicit, by annotating a diagram, their understanding of the relationship between...
    Using causation diagrams to help sixth-formers think about cause and effect