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

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  • Historical Interpretation: Why is it still such a major issue?

      E-CPD
    This E-CPD unit was produced for the previous National Curriculum, when Interpretations in History were still relatively new. In the current National Curriculum, Interpretations are still central to the skills necessary for success. Perhaps more so, as it is now a separate assessment objective [AO4] at GCSE, starting in 2016,...
    Historical Interpretation: Why is it still such a major issue?

  • From anecdote to argument: using the word processor to connect knowledge and opinion through revelatory writing

      Teaching History article
    Jayne Prior and Peter John argue that it is time to build upon what has been learned about historical writing using ICT and to acknowledge both opportunities and dangers in some current and popular practice. Critical of some of the weaker uses of ‘cut and paste’ activities, where pupils are...
    From anecdote to argument: using the word processor to connect knowledge and opinion through revelatory writing

  • 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    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.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

  • Cunning Plan... for teaching about climate change through the history curriculum

      Teaching History feature
    Is this climate change lesson geography or history, Miss? When thinking about teaching climate change in schools we often associate it with subjects like geography or even science, but we hardly think about history. And yet, history has as much claim on this topic as other subjects do, especially when...
    Cunning Plan... for teaching about climate change through the history curriculum

  • The potential of secondary history to respond to the current ecological and climate crisis

      Teaching History article
    In this article Michael Riley and Alison Kitson seek to unlock the potential of the secondary history curriculum to educate young people about the current ecological and climate crisis in ways that might also inform their thinking about how to create a more sustainable future. The article (which mirrors a parallel...
    The potential of secondary history to respond to the current ecological and climate crisis

  • What Have Historians Been Arguing About... the history of Australia

      Teaching History feature
    In 1968, in his Boyer Lectures, the anthropologist W.E.H. Stanner argued that Australia’s sense of its past, its collective memory, had been built on a state of forgetting: It is a structural matter, a view from a window which has been carefully placed to exclude a whole quadrant of the...
    What Have Historians Been Arguing About... the history of Australia

  • Film: Discussion: Historical memory of key individuals in the Civil Rights Movement

      Film series: The African-American Civil Rights Movement
    Professor Tony Badger, Professor Joe Street and Professor Brian Ward discuss the African-American Civil Rights movement and examine different ways we might interpret the significance of key individuals, groups, institutions and events that played a role in its development and progress. This section reflects on how the past is portrayed...
    Film: Discussion: Historical memory of key individuals in the Civil Rights Movement

  • Lenses, mirrors and bridges: one department’s holistic approach to diversifying and decolonising local history

      Teaching History article
    As was the case for many heads of history, Jack Brown was prompted by the Black Lives Matter protests of 2020 to reflect afresh on the content and questions asked within his school’s history curriculum, paying particular attention to local history. In this article he sets out the principles and...
    Lenses, mirrors and bridges: one department’s holistic approach to diversifying and decolonising local history

  • Broadening Year 7’s British history horizons with Welsh medieval sources

      Teaching History article
    Hiscox wanted to broaden her students’ understanding of the complexity of the British past, and developed an enquiry into the Norman Conquest of Wales to help achieve that aim. Hiscox reports her enquiry design and its outcomes, sharing how she broadened both content and the types of sources that students...
    Broadening Year 7’s British history horizons with Welsh medieval sources

  • 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

  • Webinar series: Making substantive and disciplinary knowledge work together in the secondary history curriculum

      HA on-demand webinar series for secondary history teachers
    The last few years have, rightly, seen a lot of discussion about 'what' we include in the history curriculum. This has meant that many schools now teach a wider-ranging and more inclusive form of history. As this work has an impact, it is important to continue to think about how...
    Webinar series: Making substantive and disciplinary knowledge work together in the secondary history curriculum

  • What Have Historians Been Arguing About... Chinese history?

      Teaching History feature
    Teaching Chinese history in the UK runs up against some immediate obstacles. It lacks the familiar staging posts of European history: Chairman Mao is among the few well-known names, and terms such as Cultural Revolution and Opium War may attract recognition, but are often not understood in detail. The situation...
    What Have Historians Been Arguing About... Chinese history?

  • Cunning Plan 190: Using art to make A-level history more accessible

      Teaching History feature
    Many pupils love the Horrible Histories books, television programmes and songs. Over the years a number of A-level pupils have proudly told me that it was Horrible Histories that sparked their love of the subject, and they are quick to recite the songs word for word! But it is also the...
    Cunning Plan 190: Using art to make A-level history more accessible

  • Cunning Plan 191: diving deep into ‘history from below’ with Year 8

      Article
    Can the ‘subaltern’ speak, Year 8s? When the Indian scholar and literary theorist Gayatri Chakravorty Spivak asked this question in 1988, she wasn’t asking Year 8s on a Monday morning. What she wanted to explore was whether those marginalised people written out of the archive – ‘the subaltern’ – could...
    Cunning Plan 191: diving deep into ‘history from below’ with Year 8

  • Whose past is it anyway? Telling Russian and Soviet history through diverse Jewish voices

      Teaching History article
    When Alistair Dickins came to teach A-level Russian and Soviet history (1855–1964) he was rather surprised by the very limited references to Jewish history within the exam board specification. His own detailed knowledge in this area (a ‘little side-project’ from his doctorate on the Russian Revolution), led to a revision of the course. This article...
    Whose past is it anyway? Telling Russian and Soviet history through diverse Jewish voices

  • Building and assessing a frame of reference in the Netherlands

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Concerns about our ability to equip young people with a frame of reference that they can actually use to orient themselves in time are widespread. The challenges were extensively debated within the last issue of...
    Building and assessing a frame of reference in the Netherlands

  • Education Objectives for the Study of History: A suggested framework

      Classic Teaching History Pamphlets
    Teachers of history in many parts of the country are now trying to formulate objectives for the study of their subject. This framework is put forward as a possible aid to them in a task which all admit to be a difficult one. Here, we try to spell out the...
    Education Objectives for the Study of History: A suggested framework

  • Film: Interpretations at GCSE

      Film: Secondary History Workshop Annual Conference 2019
    This secondary workshop took place at at the Historical Association Annual Conference, Chester, May 2019. To teach successfully at GCSE, should you focus your work on practice exam questions? Is boosting grades about re-writing mark-schemes in pupil-friendly language and showing model answers? Success at GCSE involves teaching interpretations properly, not just...
    Film: Interpretations at GCSE

  • Recorded webinar: Virtual History Forum: Reigning over change

      Article
    These three recordings are taken from the Virtual History Forum which took place in March 2022 and focused on change over the last 70 years.  2022 marked the Platinum Jubilee of Queen Elizabeth II. This is an unprecedented occasion in our history. The last 70 years have seen both continuities and...
    Recorded webinar: Virtual History Forum: Reigning over change

  • Cunning Plan 134: local history at KS3

      Teaching History feature
    Question: How can we plan to integrate local history into Key Stage 3 schemes of work so that pupils are engaged by the relevance of the subject across different periods of time? Local history can come in all shapes and sizes, from a large-scale oral history project to the perusal...
    Cunning Plan 134: local history at KS3

  • Causation maps: emphasising chronology in causation exercises

      Teaching History article
    Analogies for teaching about causation abound. Rick Rogers is alert, however, to the risks inherent in drawing on everyday ideas to explain historical processes. What most often gets lost is the importance of the chronological dimension; both the length of time during which some contributory causes may have been present,...
    Causation maps: emphasising chronology in causation exercises

  • A history trainee nearing the end of their main teaching placement

      HITT Film 2
    This film has been produced to accompany materials in the History Initial Teacher Training units. It contains a Key Stage 3 history lesson and lesson debrief. The materials are not designed specifically to be examples of good practice; rather they are to promote discussion about good practice in teacher training....
    A history trainee nearing the end of their main teaching placement

  • Decolonise, don’t diversify: enabling a paradigm shift in the KS3 history curriculum

      Teaching History article
    In this article, Dan Lyndon-Cohen makes the case that history departments should move from diversifying the curriculum to decolonising it. After reflecting on some examples of how he made the content of his lessons more representative, he explores how the influence of writers such as Michel-Rolph Trouillot and Emma Dabiri...
    Decolonise, don’t diversify: enabling a paradigm shift in the KS3 history curriculum

  • Move Me On 183: sees no reason to include Black or Asian British history

      Teaching History feature
    Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon...
    Move Me On 183: sees no reason to include Black or Asian British history

  • Triumphs Show 128: Speed-dating with Queen Elizabeth

      Teaching History feature
     Some of the most effective role play activities are those which draw on the common experiences of pupils to promote serious learning outcomes. Chris Higgins experiments with a number of situations and strategies that draw upon popular games and television show formats. These are used to engage, to provide structure...
    Triumphs Show 128: Speed-dating with Queen Elizabeth