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Found 2,226 results matching 'brief history' within Secondary   (Clear filter)

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  • Pupil-led historical enquiry: what might this actually be?

      Teaching History article
    The current National Curriculum for history requires pupils to ‘identify and investigate specific historical questions, making and testing hypotheses for themselves'. While Kate Hammond relished the encouragement that this gave to her pupils to engage in the process of historical enquiry, she was keen to develop a much clearer sense...
    Pupil-led historical enquiry: what might this actually be?

  • Using oral history to enhance a local history partnership

      Teaching History article
    Eliza West and Emily Toettcher explain how a partnership between school and museum has evolved into a four-year enquiry into local history. The article focuses on the successful introduction of an oral history element in the GCSE syllabus and how the investigation into ‘remembered’ history helps students to appreciate the complexities of truth...
    Using oral history to enhance a local history partnership

  • Using Virtual Reality to promote historical contextualisation in classrooms

      Teaching History article
    In this article, Mannak, Huijgen and Tuithof share their experience of using Virtual Reality to promote historical contextualisation of the Berlin Blitz with their 13–15 year old students. They outline some strategies for using VR well in the classroom, and ways to avoid potential pitfalls. They then introduce a pedagogical...
    Using Virtual Reality to promote historical contextualisation in classrooms

  • What’s The Wisdom On... Consequence

      Teaching History feature
    Consequence easily becomes ‘causation’s forgotten sibling’, as Fordham noted, in the title of a workshop presented at the 2012 Historical Association conference. The choice to treat consequence separately from causation in this series of articles is, therefore, a very deliberate one. Yet an emphasis on the importance of consequences should...
    What’s The Wisdom On... Consequence

  • Hiroshima and Nagasaki: Introducing students to historical interpretation

      Historian article
    High school history teacher Brent Dyck is one of our Canadian readers. He has offered this item to The Historian as a contribution to our commitment to explore the historical approaches and values that we are seeking to convey to young people and the wider public. We hope that you may...
    Hiroshima and Nagasaki: Introducing students to historical interpretation

  • Film: Creating a more positive interpretation of the Middle Ages at Key Stage 3

      Secondary History Workshop Annual Conference 2019
    Popular perceptions of life, politics and morality in the Middle Ages are overwhelmingly negative, a far cry from images being developed by historians through their research. This workshop explores how to tweak and change familiar topics (including the reign of Richard III) to create a more historically accurate, positive and...
    Film: Creating a more positive interpretation of the Middle Ages at Key Stage 3

  • 'A lot of guess work goes on': Children's understanding of historical accounts

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated The ESRC-funded Project Chata has collected evidence of children's ideas about the discipline of history and attempted to see if there is any progression in those ideas. Here, Peter Lee describes how Chata has tried...
    'A lot of guess work goes on': Children's understanding of historical accounts

  • The International Journal Volume 4 Number 1

      Journal
    Editorial  Historical Consciousness, Teaching and Understanding History    Articles Peter Lee'Walking backwards into tomorrow' Historical consciousness and understanding history   Robert Guyver and Jon NicholFrom Novice to effective Teacher: a Study of Postgraduate Training and History Pedagogy
    The International Journal Volume 4 Number 1

  • Music, blood and terror: making emotive and controversial history matter

      Teaching History article
    Lomas and Wrenn, co-authors and compilers of the Historical Association’s DfES-funded T.E.A.C.H 3-19 Report (Teaching Emotive and Controversial History), explore further ideas and examples of good practice from issues arising out of the report’s conclusions. Lomas and Wrenn propose five distinct categories of emotive and controversial history that further develop...
    Music, blood and terror: making emotive and controversial history matter

  • Politics, history and stories about the Cold War

      Article
    Interpretation of the Cold War is a fascinating area. Many students begin to study it certain pre-formed ideas – gleaned from their parents, perhaps, or from films or computer games. Historians have interpreted it in different ways – and those who believe in the ‘twenty-year rule’ that historical judgment is...
    Politics, history and stories about the Cold War

  • Creating confident historical readers at A-level

      Teaching History article
    How can we help pupils learn to read historically? Gary Howells explores this question by explaining how he builds reading challenges into the course of his pupils' post-16 studies and by describing some of the tasks that pupils are set and the principles that underpin them. Howells argues that over...
    Creating confident historical readers at A-level

  • Helping Year 7 make sense of the 1381 revolt

      Article
    David Ingledew was inspired by his participation in the Historical Association ‘People of 1381’ Teacher Fellowship to begin a project using local history in St Albans to disrupt established narratives of the 1381 Revolt. Keen to make the most of the local heritage, Ingledew collaborated with Steve Clarke and John Mitchell...
    Helping Year 7 make sense of the 1381 revolt

  • Triumphs Show: Making their historical writing explode

      Teaching History feature
    ‘Who hates PEE paragraphs?’ A collective groan resounds around my classroom. ‘Today, Year 10 we are going to master PEE  paragraphs, and make our written historical explanations explode.’ I always remember one deflated Year 10 student who said, ‘Miss, I just don’t get PEE paragraphs. I couldn’t do them in Year 7, and I still...
    Triumphs Show: Making their historical writing explode

  • The International Journal Volume 12, Number 2

      Journal
    Editorial New Zealand - Developing an Historical Empathy Pathway with New Zealand Secondary School Students - Martyn Davidson, University of Auckland Cyprus - Deanna Troi and the Tardis: Does Historical Empathy have a Place in Education? Lukas N. Perikleous, University of Cyprus Brazil - An Investigation of the Ways in which...
    The International Journal Volume 12, Number 2

  • 'Victims of history': Challenging students’ perceptions of women in history

      Teaching History article
    As postgraduate historians with teaching responsibilities at the University of York, Bridget Lockyer and Abigail Tazzyman were concerned to tackle some of the challenges reported by their students who had generally only encountered women’s history in a disconnected way through stand-alone topics or modules. Their response was to create a...
    'Victims of history': Challenging students’ perceptions of women in history

  • What Have Historians Been Arguing About... gender and sexuality

      Teaching History feature
    Although they overlap, gender and sexuality are each a distinctive field of historical research. Researching in these fields involves cross-disciplinary work and a range of media and methods. One of the greatest challenges is that of terminology: how to refer to the gender identity or sexuality of a subject in...
    What Have Historians Been Arguing About... gender and sexuality

  • What’s The Wisdom On... change and continuity?

      Teaching History feature
    When it comes to historical change and continuity, what are history teachers asking pupils to think about and do? What's the Wisdom On... is a short guide providing new history teachers with an overview of the ‘story so far’ of practice-based professional thinking about a particular aspect of history teaching. It...
    What’s The Wisdom On... change and continuity?

  • Stories and their sources: the need for historical thinking in an information age

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Information technology is of no value in itself or by itself: it needs questions to drive it and disciplined forms of thinking to make sense of the answers that it can provide. Inspired by the...
    Stories and their sources: the need for historical thinking in an information age

  • The History Ledger, podcasts from the Economic History Society

      An HA partnership podcast series with the Economic History Society
    The HA and the Economic History Society are developing a new partnership. Affiliates of the EHS contributed to our Teacher Fellowship programme: Teaching the economic history of colonialism in Africa and Asia. As part of the development of closer links, we are delighted to support the dissemination of The History...
    The History Ledger, podcasts from the Economic History Society

  • A modest proposal for change in Canadian history education

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Peter Seixas recounts the development of a history education reform project in Canada. Like all good histories, it is a complex story and a matter of unanticipated consequences and ironic narrative twists. Seixas' history is,...
    A modest proposal for change in Canadian history education

  • Chatting about the sixties: historical reasoning in essay-writing

      Teaching History article
    An article about essay writing may not seem the most obvious choice for an issue of Teaching History devoted to creative thinking. Yet, as Christine Counsell so richly demonstrated in her work on analytical and discursive writing, the process of crafting an argument is a highly complex and creative challenge....
    Chatting about the sixties: historical reasoning in essay-writing

  • Teaching pupils how history works

      Teaching History article
    In the last edition of Teaching History Jayne Prior and Peter John presented an approach to extended writing that relied upon pupils’ earlier work.1 Pupil indignation was key. Furious at the blandness of some text presented to them, they used their own knowledge of colour, detail and drama to challenge...
    Teaching pupils how history works

  • Recorded webinar: Embracing messiness: the case for returning to disciplinary thinking in history classrooms 

      Webinar series: Embracing messiness: teaching disciplinary thinking in history
    Embracing messiness: teaching disciplinary thinking in history Session 1: Embracing messiness: the case for returning to disciplinary thinking in history classrooms  In recent years, disciplinary thinking has been somewhat overlooked as the 'what' of curriculum has taken the front seat for many schools. This introductory session will explain the rationale for...
    Recorded webinar: Embracing messiness: the case for returning to disciplinary thinking in history classrooms 

  • Cunning Plan 114: building overview understanding of 19th-century social history

      Teaching History feature
    This five-lesson sequence gradually builds overview understanding of aspects of 19th century social history through a depth study of the campaigner and reformer, Josephine Butler. Through the sequence, pupils build on earlier work on historical significance, first, by reviewing their understanding of the huge range of reasons why things get...
    Cunning Plan 114: building overview understanding of 19th-century social history

  • On-demand webinar: Teaching disciplinary knowledge directly: interpretations

      Webinar series: Direct history teaching
    Webinar series: Direct history teaching Session 4: Teaching disciplinary knowledge directly: interpretations In this fourth session, Jacob and Mike will explore how history teachers can teach disciplinary knowledge (how we know about the past) directly – specifically, historical interpretations. They will share examples of lessons that directly teach pupils how historians (and...
    On-demand webinar: Teaching disciplinary knowledge directly: interpretations