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Found 66 results matching 'TH 178' within Secondary > Curriculum > Principles of planning > Substantive Knowledge > Sense of period   (Clear filter)

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  • Dickens...Hardy...Jarvis?! A novel take on the Industrial Revolution

      Teaching History article
    ‘Empathy with edge' was the editorial description given eight years ago to the kind of historical fiction that Dave Martin and Beth Brooke first argued history students should be writing (TH 108). The winning entries from the annual ‘Write Your Own Historical Story Competition' to which their work gave rise...
    Dickens...Hardy...Jarvis?! A novel take on the Industrial Revolution

  • Investigating students' prior understandings of the Holocaust

      Teaching History article
    Students make sense of new learning on the basis of their prior understandings: we cannot move our students' thinking on unless we understand what they already know. In this article, Edwards and O'Dowd report how they set out to scope a group of Y ear 8  students' prior learning and...
    Investigating students' prior understandings of the Holocaust

  • Teaching Year 8 pupils to take seriously the ideas of ordinary people from the past

      Teaching History article
    Jacob Olivey wanted Year 8 to know that ordinary people in the nineteenth century constructed their own identities. In this reflection on how his practice developed in his training year, Olivey illustrates the importance of using historical scholarship in choosing foundational knowledge to teach. He shows how he used that...
    Teaching Year 8 pupils to take seriously the ideas of ordinary people from the past

  • Seeing the historical world

      Teaching History article
    In this article, Lindsay Cassedy, Catherine Flaherty and Michael Fordham draw upon their empirical research to assess what understandings their students had of historical interpretations at the end of their compulsory education in history. They found that most students operated with an underlying epistemological model that did not reflect the...
    Seeing the historical world

  • Knowledge and the Draft NC

      Teaching History article
    Silk purse from a sow's ear? Why knowledge matters and why the draft History NC will not improve it Katie Hall and Christine Counsell attempt to construct a Key Stage 3 scheme of work out of the draft National Curriculum for history that was released for consultation in England in...
    Knowledge and the Draft NC

  • Illuminating the possibilities of the past

      Teaching History article
    Claire Holliss reports here on the ways in which she has responded over time to the call to ‘do justice’ to the histories of those long neglected within the school curriculum.  Reflection on the need to ensure that the discipline of history remained central to any reform prompted her to...
    Illuminating the possibilities of the past

  • 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

  • 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

  • Dialogue, engagement and generative interaction in the history classroom

      Teaching History article
    Michael Bird has a long-standing interest in the power of classroom dialogue, not only as a means of elicting students’ prior knowledge or checking their understanding of new ideas and information, but also as a powerful tool for generating new knowledge through a collective process of meaning-making. In this article, he...
    Dialogue, engagement and generative interaction in the history classroom

  • Should empathy come out of the closet?

      Teaching History article
    What is historical empathy and why is it important? What has gone wrong and what had gone right in past attempts to develop students' empathetic understanding? What does progression look like in this area of historical thinking and what are the  preconceptions that can act as barriers to progression? Lee...
    Should empathy come out of the closet?

  • Harnessing the power of community to expand students’ historical horizons

      Teaching History article
    Many history teachers will already be familiar with ‘meanwhile, elsewhere...’, a website offering freely downloadable homework resources on individuals, events and developments in world history. In this article the website’s creators, Richard Kennett and Will Bailey-Watson, set out a curricular rationale for the project. They argue that using homework tasks...
    Harnessing the power of community to expand students’ historical horizons

  • ‘Man, people in the past were indeed stupid’

      Teaching History journal article
    In this article, which is based on Huijgen’s PhD dissertation Balancing between the past and the present, Tim Huijgen and Paul Holthuis present the results of an experimental method of teaching 14–16-year-old students to contextualise their historical studies in a different way. In the four lessons described, students’ initial reactions...
    ‘Man, people in the past were indeed stupid’

  • Inverting the telescope: investigating sources from a different perspective

      Teaching History article
    As historians, we are dependent on evidence, which comes in many varieties. Rosalind Stirzaker here introduces a project which she ran two years ago to encourage her students to think about artefacts in a different way. They have examined randomly preserved artefacts such as those of Pompeii, and sets of...
    Inverting the telescope: investigating sources from a different perspective

  • 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

  • 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

  • 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

  • Building and assessing historical knowledge on three scales

      Teaching History article
    The knowledge that ‘flavours' a claim: towards building and assessing historical knowledge on three scales While marking some Year 11 essays, Kate Hammond found her interest caught by significant differences between one kind of strong analysis and another. Some scored high marks but were less convincing. The achievement in these...
    Building and assessing historical knowledge on three scales

  • 'But why then?' Chronological context and historical interpretations

      Teaching History article
    When Michael Fordham was introduced to Dr Seuss's Butter Battle Book he immediately recognised its potential value in the classroom as a popular interpretation of the Cold War. Wanting his Year 9 pupils to explain how and why the past has been interpreted in different ways he shows the potential pitfalls...
    'But why then?' Chronological context and historical interpretations

  • Cunning Plan 143: enquiries about the British empire

      Teaching History journal feature
    I wanted to give my Year 8 students ownership of their work on the British Empire by allowing them to suggest our ‘enquiry question'. In order to introduce the Empire, I brought in sugar, spices, bananas, chilli peppers and cotton. I then showed maps demonstrating the Empire at its height....
    Cunning Plan 143: enquiries about the British empire

  • The Holocaust in history and history in the curriculum

      Teaching History article
    In this powerfully argued article Paul Salmons focuses directly on the distinctive contribution that a historical approach to the study of the Holocaust makes to young people's education. Not only does he question the adequacy of objectives focused on eliciting purely emotional responses; he issues a strong warning that turning...
    The Holocaust in history and history in the curriculum

  • Triumphs Show 193: Year 8 imagine the First World War trenches

      Article
    Deep into my PGCE year, I found myself discussing with my mentor how to pre-empt the barriers to understanding the past that students may face. One barrier we discussed was presentism: the tendency of students to interpret the past in light of their own modern knowledge, values and experiences. In particular, we considered...
    Triumphs Show 193: Year 8 imagine the First World War trenches

  • Why history teachers should not be afraid to venture into the long eighteenth century

      Teaching History article
    As ardent advocates of eighteenth-century history, Rhian Fender and Stephen Ragdale were determined to ensure that the period found a secure place within their department’s Key Stage 3 curriculum. Given the extraordinary range of contrasts that epitomise the long eighteenth century, and only ten lessons within which to explore them,...
    Why history teachers should not be afraid to venture into the long eighteenth century

  • Using the present to construct a meaningful picture of the medieval past

      Teaching History article
    In this article, Jessica Phillips returns to a theme explored in the Historical Association’s publication Exploring and Teaching Medieval History in Schools – the challenge of teaching about the medieval past in ways that acknowledge its vibrant complexity and create a genuine sense of resonance rather than condescension or blank...
    Using the present to construct a meaningful picture of the medieval past

  • ‘One big cake’: substantive knowledge of the mid-Tudor crisis in Year 7 students’ writing

      Teaching History article
    While looking to revamp his department’s Year 7 enquiry on the Tudors, Jack Mills turned to historiographical debates regarding the ‘mid-Tudor crisis’ to inform his curricular decision making. In doing so, Mills noted that the debate hinged on interpretations of substantive concepts such as ‘crisis’. He therefore also drew on previous...
    ‘One big cake’: substantive knowledge of the mid-Tudor crisis in Year 7 students’ writing