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Tough on crime, tough on the causes of crime: using external support, local history and a group project to challenge the most able
Teaching History article
The most able can be challenged in a variety of ways and at a number of levels, from the extension question for the individual child to the extended enquiry for the most able class. In a Leading Edge History project, Guy Woolnough and his colleagues took the concept of challenge...
Tough on crime, tough on the causes of crime: using external support, local history and a group project to challenge the most able
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When computers don't give you a headache: the most able lead a debate on medicine through time
Teaching History article
Dan Moorhouse begins with a complaint about ICT. It is not the clichéd teacher-complaint – that the computers keep crashing, and the students are messing around on the Internet (and how, exactly, do you turn the things on?) Instead, he observes that the use of ICT in the classroom is...
When computers don't give you a headache: the most able lead a debate on medicine through time
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Mussolini's missing marbles: simulating history at GCSE
Teaching History article
Arthur Chapman and James Woodcock have collaborated before: Woodcock extended Chapman’s familiar casual metaphor of the final straw breaking a poor abused camel’s back. Here, they collaborate more explicitly to suggest a means of teaching students to produce adequately nuanced historical explanation. Their two central ideas are to produce a...
Mussolini's missing marbles: simulating history at GCSE
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Move Me On 145: Uncomfortable with Storytelling
Teaching History feature
This issue's problem: Claudia Jones is very uncomfortable with any kind of sustained story-telling.
Claudia Jones is a quietly spoken and rather nervous trainee. She struggled from the beginning of the PGCE to establish a strong presence in the classroom, and although she has become more assertive about insisting on basic...
Move Me On 145: Uncomfortable with Storytelling
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Numismatics and History
Classic Pamphlet
Numismatics may be defined as the science of money in its physical aspects. It is only indirectly connected with the theory of money, which belongs to the sphere of economics. Its subject-matter consists of the material objects which in most societies are used to measure the worth of goods and...
Numismatics and History
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Charles XII
Classic Pamphlet
The reputation of Charles XII who became king of Sweden before he was fifteen years old and had the responsibility of absolutist goverment thrust upon him within the next six months - contrary to the plans laid down for him by his father - has tended to attract political rather...
Charles XII
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England Arise! The General Election of 1945
Historian article
‘The past week will live in history for two things’, announced the Sunday Times of 29 July 1945, ‘first the return of a Labour majority to Parliament and the end of Churchill's great war Premiership.’ Most other newspapers concurred. The Daily Mirror, of 27 July, proclaimed that the 1945 general election...
England Arise! The General Election of 1945
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Lloyd George & Gladstone
Article
Lloyd George, who died sixty years ago on 26 March 1945, grew up and began his Parliamentary career in Queen Victoria's reign. In taking up a major Welsh issue, disestablishment of the Church of Wales, he memorably clashed with William Ewart Gladstone, perhaps the greatest of all Liberal Prime Ministers....
Lloyd George & Gladstone
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Votes for Women in Britain 1867-1928
Classic Pamphlet
This classic pamphlet takes you through the Votes for Women in Britain movement from its origins to its eventual success, following the case for women's suffrage presented, tactics and strategies, the anti-suffragist argument, party political complications, international perspectives, the Pankhursts and militancy, the revival of non-militant suffragism, the impact of...
Votes for Women in Britain 1867-1928
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Passive receivers or constructive readers?
Teaching History article
Rachel Foster reports here on research that she conducted into how students engage with academic texts. Unhappy with the usual range of texts that students encounter, often truncated and ‘simplified' in the name of accessibility, she designed a scheme of work which sought to find out how her students responded...
Passive receivers or constructive readers?
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Move Me On 143: Trying to tackle everything at once
Teaching History feature
This issue's problem: Emily Hobhouse seems to feel obliged to implement all the new ideas she is learning about at once.
Emily Hobhouse has made an impressive start to her PGCE course. She switched to teaching after several years' work in legal practice which meant that she was already used to...
Move Me On 143: Trying to tackle everything at once
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Assessment of students' uses of evidence
Teaching History article
Drawing on her research into students' evidential reasoning, Elisabeth Pickles explores the possibilities for how such reasoning might be assessed. Existing exam mark schemes focus too heavily on generic processes involved in the analysis of source material and insufficiently on the historical validity of reasoning and conclusions produced. Approaching the...
Assessment of students' uses of evidence
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Should empathy come out of the closet?
Teaching History article
What is historical empathy and why is it important? What has gone wrong and what had gone right in past attempts to develop students' empathetic understanding? What does progression look like in this area of historical thinking and what are the preconceptions that can act as barriers to progression? Lee...
Should empathy come out of the closet?
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Using visual sources to understand the arguments for women's suffrage
Teaching History article
Visual sources, Jane Card argues, are a powerful resource for historical learning but using them in the classroom requires careful thought and planning. Card here shares how she has used visual source material in order to teach her students about the women's suffrage movement. In particular, Card shows how a...
Using visual sources to understand the arguments for women's suffrage
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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
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Developing sixth-form students' thinking about historical interpretation
Teaching History article
Understanding historical interpretation involves understanding how historical knowledge is constructed. How do sixth formers model historical epistemology? In this article Arthur Chapman examines a small sample of data relating to sixth form students' ideas about why historians construct differing interpretations of the past. He argues that understanding interpretation requires students to...
Developing sixth-form students' thinking about historical interpretation
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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
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How can I improve my use of ICT? Put history first!
Teaching History article
What is the difference between using lots of ICT and using it well? Dave Atkin draws upon work in his own department and with other Gloucestershire teachers in order to identify criteria for effective ICT use. These boil down to ‘putting history first' and getting maximum value out of the...
How can I improve my use of ICT? Put history first!
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Making pupils want to explain: using Movie Maker to foster thoroughness and self-monitoring
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
Sally Burnham shares her practice and reflections on the value of the software, ‘Movie Maker', for developing particular aspects of historical thinking and learning. In Teaching History 130, in the context of her Key Stage...
Making pupils want to explain: using Movie Maker to foster thoroughness and self-monitoring
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What do you think? Using online forums to improve students' historical knowledge and understanding
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
In Teaching History 126, the Open University's Arguing in History project team demonstrated the power that discussion fora can have to develop pupil thinking. In this article, Dave Martin revisits this theme through a discussion...
What do you think? Using online forums to improve students' historical knowledge and understanding
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Raising the bar: developing meaningful historical consciousness at Key Stage 3
Teaching History article
Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.
How can we help pupils make sense of the history that they learn so that the whole adds up to more than the sum of its parts? How can we help pupils develop and sophisticate...
Raising the bar: developing meaningful historical consciousness at Key Stage 3
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Nutshell 133
Article
Did we really need a new Attainment Target?
Yes. The first one, developed in 1995, was a best effort to craft the old 1991 ‘statements of attainment' into holistic, ‘best fit' Level Descriptions. Since then, the history education community has learned a lot and some of the goals for pupils'...
Nutshell 133
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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
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British Defence and Appeasement Between the Wars 1919-1939
Classic Pamphlet
Armed forces never exist in isolation, but always operate against a background of political, economic, social, cultural, intellectual and ideological conditions and attitudes, as well as in relation to diplomatic and strategic factors. Some governments regards their military forces especially their armies, more as instruments for maintaining internal order than...
British Defence and Appeasement Between the Wars 1919-1939
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Nazism and Stalinism
Classic Pamphlet
Is it legitimate to compare the Nazi and Stalinist regimes? There might seem little room for doubt. It is often taken as self-evident that the two regimes were variations of a common type. They are bracketed together in school and university courses, as well as text books, under labels such...
Nazism and Stalinism
