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Found 2,088 results matching 'brief history' within Secondary   (Clear filter)

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  • Online course: Teaching empire through material culture

      HA online course for primary and secondary teachers
    The topic of empire lends itself ideally to a material approach – the objects often provide the opportunity to bring in indigenous voices to our study of the imperial past, while our classroom experience has shown that objects provide a powerful channel through which to access complex and sometimes uncomfortable...
    Online course: Teaching empire through material culture

  • History and Journalism (2): Dunkirk - Writing 'the top line' for a news bulletin

      History and Careers Unit 2
    Context: This is aimed at Key Stage 3 students who are studying World War Two. They should know that Britain and France declared war on Germany in September 1939.
    History and Journalism (2): Dunkirk - Writing 'the top line' for a news bulletin

  • Bruce! You're history.' The place of history in the Scottish curriculum

      Teaching History article
    History teachers in Scotland are feeling vulnerable. A curriculum review is leading to debates about history’s place in schools – will it or should it be a statutory part of Scotland’s curriculum for 11-14 year olds? Many of the concerns in Sam Henry’s article will ring true for teachers throughout...
    Bruce! You're history.' The place of history in the Scottish curriculum

  • Making the most of your secondary membership

      Information
    Making the most of your HA membership HA membership offers much more than just your subscription to Teaching History. As a member you can enjoy a holistic package of benefits and resources designed to support you, whatever challenge you may face. With the vast array of support available it can...
    Making the most of your secondary membership

  • When did humans take over the world?

      Teaching History article
    How can we bring climate change into our classrooms without making it ‘small’? Peter Langdon tackled this question by drawing on a ‘big history’ approach to design an enquiry that allowed his students to think about the relationship between humans and climate throughout the whole history of our species. Langdon’s...
    When did humans take over the world?

  • ‘You should be proud about your history. They make you feel ashamed’: Teaching history hurts

      Teaching History article
    As history teachers we are used to encouraging pupils to think; enabling them to express thoughts with clarity both verbally and in written form. Yet, if history as a school subject becomes purely cognitive, then something is missing. History deals with human behaviour and therefore the affective and the emotional...
    ‘You should be proud about your history. They make you feel ashamed’: Teaching history hurts

  • "...someone might become involved in a fascist group or something...": pupils' perceptions of history at the end of Key Stages 2, 3 and 4

      Teaching History article
    In contrast with earlier studies which presented a bleak picture of the impact of history teaching, Paul Goalen presents a small-scale study that is optimistic. For pupils in three schools at least, the history teaching of the late 1990s seems to be winning through. Goalen argues that the National Curriculum...
    "...someone might become involved in a fascist group or something...": pupils' perceptions of history at the end of Key Stages 2, 3 and 4

  • Rescuing assessment from ‘knowledge-rich gone wrong’

      Teaching History article
    Christine Counsell sets out her concerns about the effects on history teaching of recent trends in secondary assessment practice. Situating her analysis within a long-term story of interplay between government policy, classroom practice and school leadership responses to inspection, Counsell sees new distortions emerging in the name of knowledge. She argues...
    Rescuing assessment from ‘knowledge-rich gone wrong’

  • 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

  • Corporate secondary membership: a view from SLT

      By Simon Harrison, Headteacher
    From history teacher to Headteacher, in over 25 years of teaching I have filled most school roles; history teacher, in the ‘middle’ as a subject leader, an Advanced Skills Teacher, senior leader and eventually Headteacher. I have learned a lot about leadership in Secondary Schools along the way, and becoming...
    Corporate secondary membership: a view from SLT

  • Exploring diversity at GCSE

      Teaching History article
    Having already reflected on ways of improving their students' understanding of historical diversity at Key Stage 3, Joanne Philpott and Daniel Guiney set themselves the challenge of extending this to post-14 students by means of fieldwork activities at First World War battlefields sites. In addition, they wanted to link the study...
    Exploring diversity at GCSE

  • British Women in the Nineteenth Century

      Classic Pamphlet
    A short pamphlet surveying the historical record of rather more than half the population of Britain over a period of a hundred years must of necessity be sketchy and incomplete. The great interest in history of women which has arisen in the last few decades has produced a great deal...
    British Women in the Nineteenth Century

  • Berlin and the Holocaust: a sense of place?

      Teaching History article
    As more and more schools take students on visits to locations associated with the history of the Holocaust, history teachers have to find ways to make these places historically meaningful for their students. David Waters shows here how he introduced his students to the multiple narratives associated with the history...
    Berlin and the Holocaust: a sense of place?

  • The International Journal Volume 3 Number 1

      Journal
    International Journal of Historical Teaching, Learning and Research Volume 3 Number 1 January 2003 Editorial British Island Stories: History, Schools and Nationhood - Robert Phillips   Articles School History, National History and the Issue of National Identity - Ann Low-Beer   Nationalism and the Origins of Prejudice - Cedric Cullingford  ...
    The International Journal Volume 3 Number 1

  • Saint Robert and the Deer

      Article
    It is almost a commonplace that there is an affinity between a holy man and the creatures of the wild. The archetype is St. Francis of Assisi but the phenomenon was well marked both before and after his time. I would like to consider briefly an episode in the life...
    Saint Robert and the Deer

  • The Investiture Disputes

      Classic Pamphlet
    Historical labels are dictated by a wayward fashion; and the name which is still most commonly associated with the first struggle of Empire and Papacy (1076-1122). "The Investiture Disputes," is neither lucid or appropriate. It has been commoner for historians to name the great wars of history after the issues...
    The Investiture Disputes

  • 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

  • Developing pupil explanation through web debates

      Teaching History article
    Kathryn Greenfield became dissatisfied with her pupils' written responses, particularly the rather limited explanations that they were giving in support of points that they made. Drawing here on recent work in using Virtual Learning Environments (VLEs) to develop pupil historical argument and reasoning, Greenfield explains how she used web debates...
    Developing pupil explanation through web debates

  • Evidence: Specific examples

      Article
    Evidence: Specific examples

  • Communities of inquiry: creating the conditions for meaningful collaboration

      Teaching History article
    When Will Bailey-Watson (a history ITE tutor) and Charlie Crouch (a history PhD student) worked together to improve a history undergraduate course at their university, they realised that the benefits of collaboration between teachers and historians can flow both ways. In this article they offer an account of how they sought...
    Communities of inquiry: creating the conditions for meaningful collaboration

  • 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

  • Here ends the lesson: shaping lesson conclusions

      Teaching History journal article
    Reflecting on her efforts to improve her trainee’s lesson conclusions, Paula Worth decided to brush up her own. A journey of self-evaluation led her to revisit the Cambridge Conclusions Project. Through its lens, she judged her own lesson conclusions wanting. Worth examines the way in which the final episode of...
    Here ends the lesson: shaping lesson conclusions

  • The International Journal Volume 2 Number 2

      Journal
    International Journal of Historical Learning, Teaching and Research Volume 2, Number 2 July 2002 Letting the Past Speak Contributor John Fines (1938-1999) An obituary by Jon Nichol 3 Introduction 5 1 History In Schools 1. What is History for in Schools? 6 2. The Respect that is Owed to the...
    The International Journal Volume 2 Number 2

  • ‘Miss, what’s the point of sources?’ Helping Year 11 to understand the discipline

      Teaching History article
    Clare Bartington noticed that her students’ focus on the specific kinds of question used in examinations appeared to have undermined their understanding of how historians actually use sources. Instead of approaching the traces or ‘leftovers’ of the past as potential sources of evidence in relation to a particular question, her students believed...
    ‘Miss, what’s the point of sources?’ Helping Year 11 to understand the discipline

  • Joan of Arc - Saint, Witch or Warrior?

      Transition Training Session 4
    This is the 4th of 5 sessions arising from the 2005 KS2-KS3 History Transitions Project: Transition training session 1: Historical Enquiries & Interpretations Transition training session 2: Using ICT in the teaching of history Transition training session 3: Extended writing in history Transition training session 4: Joan of Arc - Saint,...
    Joan of Arc - Saint, Witch or Warrior?