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Found 100 results matching 'brief history' within Secondary > Curriculum Support > Principles of planning > Disciplinary concepts > Interpretations   (Clear filter)

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  • Cunning Plan 161: Magna Carta's legacy

      Teaching History feature
    Both Dawson and Hayes have recently written Cunning Plans that show how exciting Magna Carta is. So why not stop there? Bring the barons to life with a flare of Dawson and send Magna Carta flying across the continent with just a hint of Hayes. Hey, from the same edition,...
    Cunning Plan 161: Magna Carta's legacy

  • Polychronicon 165: The 1917 revolutions in 2017: 100 years on

      Teaching History feature
    The interpretive and empirical frameworks utilised by scholars in their quest to understand the Russian revolutions have evolved and transformed over 100 years. The opening of archives after the collapse of the Soviet Union enabled access to a swathe of new primary sources, some of which have had a transformative...
    Polychronicon 165: The 1917 revolutions in 2017: 100 years on

  • 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

  • Year 8 and interpretations of the First World War

      Teaching History article
    Dan Smith was concerned that his pupils were drawing on over-simplified generalisations about different periods of the past when they were considering why interpretations change over time. This led him to consider how pupils’ contextual knowledge and chronological fluency might be used more explicitly in order to avoid weak generalisations...
    Year 8 and interpretations of the First World War

  • Polychronicon 162: Reinterpreting the May 1968 events in France

      Teaching History feature
    As Kristin Ross has persuasively argued, by the 1980s interpretations of the French events of May 1968 had shrunk to a narrow set of received ideas around student protest, labelled by Chris Reynolds a ‘doxa’. Media discourse is dominated by a narrow range of former participants labelled ‘memory barons’ –...
    Polychronicon 162: Reinterpreting the May 1968 events in France

  • Polychronicon 161: John Lilburne

      Teaching History feature
    John Lilburne might have been destined for obscurity in less interesting times. He was the second son of a minor gentry family, apprenticed to a London woollen merchant in 1632. It was his master’s connections that drew him into religious opposition to Charles I and the illegal book trade, resulting...
    Polychronicon 161: John Lilburne

  • 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

  • Polychronicon 158: Reinterpreting Napoleon

      Teaching History feature
    On 18 June 2015, the two-hundredth anniversary of the great battle of Waterloo will be commemorated in Britain and on the continent (though not in France). It will represent the climax of the Napoleonic bicentenary, which has been in full flow since the turn of the twenty-first century. Fresh biographies...
    Polychronicon 158: Reinterpreting Napoleon

  • Polychronicon 154: Elizabeth I

      Teaching History feature
    Elizabeth I is admired today for her power dressing and her power portraits; her political acumen and her success in a man's world. The adulation of Elizabeth started during her own lifetime when she was praised as a goddess and even as a celestial power. Elizabeth's semi-mythical status is reflected...
    Polychronicon 154: Elizabeth I

  • Polychronicon 153: Re-interpreting Liberation: the end of the Holocaust?

      Teaching History feature
    In August 1945, Zalman Grinberg, a doctor from Kovno and spokesman for the Liberated Jews in the American Zone of Germany, addressed 1,700 Jewish survivors. ‘What is the logic of destiny to let these individuals remain alive?!' he asked them: We are free now, but we do not know what...
    Polychronicon 153: Re-interpreting Liberation: the end of the Holocaust?

  • Helping Year 9 debate the purposes of genocide education

      Teaching History article
    Connecting the dots: helping Year 9 to debate the purposes of Holocaust and genocide education Why do we teach about the Holocaust and about other genocides? The Holocaust has been a compulsory part of the English National Curriculum since 1991; however, curriculum documents say little about why pupils should learn...
    Helping Year 9 debate the purposes of genocide education

  • 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 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

  • 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

  • Polychronicon 144: Interpreting the 1930s in Britain

      Teaching History feature
    For students of my generation (born in 1954) the 1930s had a very clear identity; so, when the far-left Socialist Workers Party launched a campaign against unemployment, in 1975, with the slogan: ‘No Return to the Thirties', we all knew what they meant: unemployment, economic deprivation and the political betrayal...
    Polychronicon 144: Interpreting the 1930s in Britain

  • Getting Year 7 to vocalise responses to the murder of Thomas Becket

      Teaching History article
    Mary Partridge wanted her pupils not only to become more aware of competing and contrasting voices in the past, but to understand  how historians orchestrate those voices. Using Edward Grim's eye-witness account of Thomas Becket's murder, her Year 7 pupils explored nuances in the word ‘shocking' as a way of...
    Getting Year 7 to vocalise responses to the murder of Thomas Becket

  • Polychronicon 141: Adolf Eichmann

      Teaching History feature
    Almost 60 years ago Adolf Eichmann went on trial for crimes committed against the Jews while he was in the service of the Nazi regime. His capture by the Israeli secret service and his abduction from Argentina triggered a number of journalistic books that portrayed him as a pathological monster...
    Polychronicon 141: Adolf Eichmann

  • 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

  • A question of attribution: working with ghetto photographs

      Teaching History article
    Holocaust imagery is very familiar, clichéd even. How can we get pupils thinking about it in novel ways and seeing differently? Phillips reports work completed with his PGCE students, proposes a scaffold of questions with which to deconstruct images and applies it to  archive images and to Hollywood representations. Images...
    A question of attribution: working with ghetto photographs

  • Seeing double: how one period visualises another

      Teaching History article
    When pupils study interpretations or representations of the past which are neither from their own period nor from the period being interpreted/represented, they are having to employ sophisticated knowledge and skill. Jane Card describes this as ‘double vision’: the pupils must think about the period depicted (in this case the...
    Seeing double: how one period visualises another

  • 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

  • '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?'

  • Polychronicon 170: The Becket Dispute

      Journal article
    ‘The Becket Dispute’ (or ‘Controversy’) refers to the quarrel between Henry II and Thomas Becket, Archbishop of Canterbury, which dominated English ecclesiastical politics in the 1160s. It was a conflict with multiple dimensions: a clash of Church and State; a prolonged struggle between two prominent individuals; a close friendship turned...
    Polychronicon 170: The Becket Dispute

  • Key Concepts at Key Stage 3

      Key Concepts
    Please note: This unit was produced before the 2014 National Curriculum and therefore while much of the advice is still useful, there may be some out of date references or links. For more recent resources on key concepts, see our What's the Wisdom on series. The key concepts can be divided into three...
    Key Concepts at Key Stage 3

  • Top Tip: Approaches to planning interpretations-focused enquiries.

      Article
    Top Tip: Approaches to planning interpretations-focused enquiries.
    Top Tip: Approaches to planning interpretations-focused enquiries.