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

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  • New, Novice or Nervous? 160: Progression in evidential understanding

      Teaching History feature
    You have a wealth of fascinating sources you would love to explore with students but despair at their seeming inability to connect ‘source work' with the construction of historical claims. Year 7 get stuck in the ‘it's biased so we can never know' trap again and again. Year 9 students...
    New, Novice or Nervous? 160: Progression in evidential understanding

  • 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

  • Using Folktales, Myths and Legends

      Global Learning
    This resource was commissioned by the Historical Association to offer teachers an entry point into the new primary History curriculum using stories: folktales, myths and legends from the civilisations, communities and cultures of the statutory programmes of study. In this resource, pupils are encouraged to recall and retell stories orally,...
    Using Folktales, Myths and Legends

  • 1066 and all what?

      Article
    Over dinner on 14 October a friend challenged me: ‘You’re a history teacher. How come everyone knows about the Battle of Hastings? There must have been loads of battles. Why that one?’ The year 1066 had an iconic role in English historical thought long before Sellar and Yeatman immortalised it...
    1066 and all what?

  • The British Empire on trial

      Article
    In the light of present-day concerns about the place, in a modern world, of statues commemorating figures whose roles in history are of debatable merit, Dr Gregory Gifford puts the British Empire on trial, presenting a balanced case both for and against. In June 2020 when the statue of slave-trader Edward Colston...
    The British Empire on trial

  • Teaching Red Scarf Girl

      Article
    Facing History and Ourselves is excited to announce a new study guide. Teaching Red Scarf Girl has been developed to help classrooms explore essential Facing History themes, including conformity, obedience, prejudice and justice. Red Scarf Girl, Ji-li Jiang's engaging memoir, provides an insightful window into the first tumultuous years of...
    Teaching Red Scarf Girl

  • Building meaningful models of progression

      Teaching History article
    Setting us free? Building meaningful models of progression for a ‘post-levels' world Alex Ford was thrilled by the prospect of freedom offered to history departments in England by the abolition of level descriptions within the National Curriculum. After analysing the range of competing purposes that the level  descriptions were previously...
    Building meaningful models of progression

  • Pupil Perceptions and History

      E-CPD Resource
    A PowerPoint presentation by Alison Kitson dealing with Pupil Perceptions and History.
    Pupil Perceptions and History

  • Napoleon and the creation of an imperial legend

      Annual Conference 2013 Podcast
    Lecture from the Historical Association 2013 Annual Conference - Podcast Professor Alan Forrest - University of York Napoleon would become a nineteenth-century hero, the stuff of legend in a romantic age. This lecture examines the genesis of the Napoleonic myth, and shows how throughout his career he consciously burnished his...
    Napoleon and the creation of an imperial legend

  • HA Blog Watch

      Selected history education blogs
    We've collated some of the best history education blogs here. The list isn't exhaustive so if there is a great history education blog out there that is not on this list – let us know! One Big History Department HA Secondary Committee blog One Big History Department (OBHD) has been...
    HA Blog Watch

  • Move Me On 147: Making Analogies Meaningful

      Teaching History feature
    This issue's problem: Emma Norman finds the analogies that she's using to make historical ideas meaningful end up distracting or confusing the students. Emma has come into history teaching after a number of years at home looking after children. Her previous work was as a fundraiser for an environmental campaign group,...
    Move Me On 147: Making Analogies Meaningful

  • Lesson sequence: Twentieth-century Europe

      Article
    This series of lessons has been designed to support the teaching of recent 20th century history at Key Stage 3. This sequence of lessons will enable students to learn some of the historical context to the European Union and Britain’s relationship with the European Union today. It combines overview and...
    Lesson sequence: Twentieth-century Europe

  • Why go on a pilgrimage? Using a concluding enquiry to reinforce and assess earlier learning

      Teaching History article
    Jamie Byrom describes the learning activities within a final enquiry for a National Curriculum area of study - Britain 1066-1500. The strong message in this article is that the learning in each enquiry is only as good as the planning and teaching of the enquiries that precede it. Byrom's model...
    Why go on a pilgrimage? Using a concluding enquiry to reinforce and assess earlier learning

  • 'I just wish we could go back in the past and find out what really happened': progression in understanding about historical accounts

      Teaching History article
    This is the second in a series of articles for Teaching History in which Peter Lee and Denis Shemilt share the findings of Project Chata (Concepts of History and Teaching Approaches). In their first article (see Edition 113), they questioned the wisdom of using the National Curriculum attainment target as...
    'I just wish we could go back in the past and find out what really happened': progression in understanding about historical accounts

  • Cunning Plan 152.1: visual sources

      Teaching History feature
    The principles outlined here were developed in response to three key concerns. The first was consideration of the needs of students learning English as an additional language who face particular challenges with reading and writing. Images could perhaps offer them more direct, less abstract, ways into an understanding of challenging...
    Cunning Plan 152.1: visual sources

  • Professional wrestling in the history department: a case study in planning the teaching of the British Empire at key stage 3

      Teaching History article
    Three years ago (TH 99, Curriculum Planning Edition), Michael Riley illustrated ways in which history departments could exploit the increased flexibility of the revised National Curriculum. He showed that precisely-worded enquiry questions, positioned thoughtfully across the Key Stage, help to ensure progression, challenge and coherence. His picturesque image for this...
    Professional wrestling in the history department: a case study in planning the teaching of the British Empire at key stage 3

  • Past Forward: GCSE History

      Article
    This summer was the thirtieth in which I have worked as an Examiner in History for 16- year- olds. This is a really sad confession, but I think it at least might allow me to offer an insider’s perspective. What follows is a consideration of the issues confronting GCSE history...
    Past Forward: GCSE History

  • History, citizenship and controversy

      Primary History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Y4 question their MP about nuclear waste policy; Y6 survey people in their community and school about a proposed casino in their town, and feed back the information to the local council; children decide to...
    History, citizenship and controversy

  • The Norman Conquest: why did it matter?

      Annual Conference 2013 Podcast
    Keynote Speech from the Historical Association 2013 Annual Conference - Podcast Dr Marc Morris - Historian, author and television presenter 1066 is the most famous date in English history. Everyone remembers the story, depicted on the Bayeux Tapestry, of William the Conqueror's successful invasion, and poor King Harold being felled...
    The Norman Conquest: why did it matter?

  • Film history in the Classroom

      Article
    A PowerPoint presentation by Ben Walsh indicating ways in which we can use Film in the history classroom. We often look at images or watch film clips but do we always see all that there is to see...Click the link below to open the presentation>>>
    Film history in the Classroom

  • HA Podcasted History: Ancient Persia

      Ancient Persia
    In this series of podcasts Professor Thomas Harrison of the University of Liverpool examines the Persian Empire, life in ancient Persian society and the Greek-Persian War.
    HA Podcasted History: Ancient Persia

  • Past Forward: Interpretations of History

      Article
    The internet revolution has accentuated the need for critical thinking about different interpretations of the past and has also generated a huge and exciting range of possibilities in terms of web-based sources and interpretations. Most teachers are now familiar with the many excellent websites that are designed to support school...
    Past Forward: Interpretations of History

  • Past Forward: History and ICT

      Article
    ICT in History has made tremendous leaps forward in recent years, although it needs to be said that these advances do not necessarily represent the day to day experience of every history department. Perhaps the most notable development is in the ICT skills of teachers. The great majority of teachers...
    Past Forward: History and ICT

  • Film: What's the wisdom on... Enquiry questions (Part 2)

      Your Virtual History Department Meeting
    We’ve been talking to our secondary school members and we know how difficult life is for teachers in the current circumstances, so we wanted to lend a helping hand. 'What’s the wisdom on…' is a new and already popular feature in our secondary journal Teaching History and provides the perfect stimulus for a...
    Film: What's the wisdom on... Enquiry questions (Part 2)

  • Film: What's the wisdom on... Evidence and sources

      Your Virtual History Department Meeting
    We’ve been talking to our secondary school members and we know how difficult life is for teachers in the current circumstances, so we wanted to lend a helping hand. 'What’s the wisdom on…' is a new and already popular feature in our secondary journal Teaching History and provides the perfect stimulus for a...
    Film: What's the wisdom on... Evidence and sources