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Found 2,015 results matching 'french revolution' within Secondary   (Clear filter)

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    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.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

  • Teaching the history of women in Europe in the twentieth-century

      Teaching History article
    This article is based on Ruth Tudor’s book. The book is the collaborative result of a series of seminars and discussions which involved educators throughout Europe. Written with 14-19 year olds in mind, the approach explores how it is possible to investigate, to exploit to provide new insights and to...
    Teaching the history of women in Europe in the twentieth-century

  • A need to know: Islamic history and the school curriculum

      Teaching History article
    In this article, Nicolas Kinloch questions some of the principal justifications often advanced for teaching Islamic history in schools. In particular, he wants to move us beyond our concern with current events in the Middle East. He suggests that there are dangers in looking at Islamic history if it is...
    A need to know: Islamic history and the school curriculum

  • Learning and teaching about the history of Europe in the twentieth century

      Teaching History article
    In the first of our special, extra ‘Europages’, funded by the Council of Europe (CoE), Mark McLaughlin briefly outlines the purpose and outcomes of a CoE project on ‘learning and teaching about the history of Europe in the twentieth century’. His short article reminds all history teachers of the need...
    Learning and teaching about the history of Europe in the twentieth century

  • Breaking the 20 year rule: very modern history at GCSE

      Teaching History article
    History is the study of the past; some of the past is more recent than a glance over many schemes of work might lead us to think. Chris Culpin makes the case for ignoring the 20 year rule and tackling head on – and, crucially, historically – the big issues...
    Breaking the 20 year rule: very modern history at GCSE

  • Move Me On 93: Not making progress in use of ICT

      The problem page for history mentors
    Millie Marvel, PGCE Student is not making use of ICT to teach history in the classroom Problem: Millie Marvel, student history teacher, is in Term 2 of her PGCE year. She enjoys using ICT and is highly competent in her use of several applications. However, lessons in which she has chosen...
    Move Me On 93: Not making progress in use of ICT

  • 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!

  • Spinning with the Brain: Women's Writing in Seventeenth Century England

      Article
    Norma Clarke and Helen Weinstein consider new approaches to the presentation of women writers on BBC radio. 'True it is, Spinning with the Fingers, is more proper to our Sex than Studying or Writing Poetry, which is Spinning with the Brain; but, having no skill in the art of the...
    Spinning with the Brain: Women's Writing in Seventeenth Century England

  • Triumphs Show 127: using the Anne Frank House's 'A Family Secret'

      Teaching History feature: celebrating and sharing success
    The Anne Frank House recently translated its comic book A Family Secret into English. By stressing the choices and dilemmas of ordinary people living in Amsterdam during the German Occupation, the comic seeks to revise the black and white ideas students hold of right and wrong. With five other history...
    Triumphs Show 127: using the Anne Frank House's 'A Family Secret'

  • Seeing, hearing and doing the renaissance (Part 2)

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. In the last edition of Teaching History, Maria Osowiecki described in detail the fourth lesson in a five-lesson enquiry entitled: What was remarkable about the Renaissance? She also shared her resources for two lively, interactive...
    Seeing, hearing and doing the renaissance (Part 2)

  • ‘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

  • 'Britain was our home': Helping Years 9, 10, and 11 to understand the black experience of the Second World War

      Teaching History article
    In this article, Helena Stride shows how the Imperial War Museum responded to criticism that insufficient attention had been paid to the contribution of black and Asian people to Britain’s wars. She focuses on one of two resource-packs produced by the Museum, which highlights the experience of Britain’s colonial peoples,...
    'Britain was our home': Helping Years 9, 10, and 11 to understand the black experience of the Second World War

  • Transforming Year 7's understanding of the concept of Imperialism: a case study on the Roman Empire

      Teaching History article
    Those of us in the U.K. know that many of our pupils finish their entire historical education without a satisfactory grasp of basic substantive concepts as they are used in history. Do all our low-attaining or ‘low ability’ 14-year-olds who are pressured to drop history at 14 really emerge with...
    Transforming Year 7's understanding of the concept of Imperialism: a case study on the Roman Empire

  • Three lessons about a funeral: Second World War cemeteries and twenty years of curriculum change

      Article
    Mike Murray analyses the way in which curriculum development has broadened and strengthened our conceptions of high standards in historical learning for school students. He pays tribute to ground-breaking new theoretical principles from the Schools History Project and from new emphases upon contextual knowledge and ‘interpretations' in the first National...
    Three lessons about a funeral: Second World War cemeteries and twenty years of curriculum change

  • 'How our area used to be back then': An oral history project in an east London school

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. How can oral history enquiries engage students with the study of history and help them connect their learning about the past to their present lives? How can oral history engage and develop students' understanding of...
    'How our area used to be back then': An oral history project in an east London school

  • '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

  • How do we get better at going on trips: Planning for progression outside the classroom

      Teaching History article
    School trips are, it seems, always in the news. They are under threat, or vital, or the preserve of wealthier students, or a forum for poor behaviour, or a day out of the classroom to build relationships, or a fantastic learning experience where students learn important life skills (such as...
    How do we get better at going on trips: Planning for progression outside the classroom

  • Polychronicon 169: Herodotus

      Journal article
    You can buy a cheap flight to Bodrum (south-west Turkey), now a popular package holiday tourist destination and in antiquity named Halicarnassus, and visit ancient Greek temples and a theatre dating back more than 2,000 years. In Bodrum’s incomparable Underwater Archaeology Museum, you can admire the extraordinary Phoenician, Carian, Cypriot,...
    Polychronicon 169: Herodotus

  • Historical significance - the forgotten 'Key Element'?

      Teaching History article
    How many history departments regularly discuss the quality of their enquiries and teaching processes that relate to historical significance? It would not be unusual, in 2002, for a history department to spend time in a department meeting reflecting upon pupils’ learning about causation or to explore the connection between pupils’...
    Historical significance - the forgotten 'Key Element'?

  • Denis Shemilt's four stages of adolescent ideas about historical methods in a nutshell

      Article
    Denis Shemilt's four stages of adolescent ideas about historical methods in a nutshell.
    Denis Shemilt's four stages of adolescent ideas about historical methods in a nutshell

  • Maybe they haven't decided yet what is right: English and Spanish perspectives on teaching historical significance

      Teaching History article
    Historians and history teachers understand well that students, when they ‘answer’ questions, are creating their own interpretation. We take account of this in our teaching too: we do not pretend that, beyond the level of the simplest closed questioning, there is ever a ‘right’ or ‘wrong’ answer approach to history....
    Maybe they haven't decided yet what is right: English and Spanish perspectives on teaching historical significance

  • Beyond Multiple Choice: Questions and Answers, Pedagogy and Technology in the History classroom

      E-CPD
    *This unit was produced a number of years ago and whilst still relevant from the pedagogy side of things many of the ICT aspects are outdated. Interactivity: A Grail-like QuestIn recent years the buzzword in many sectors, whether it be business, communications, entertainment or education, has been interactivity. One of...
    Beyond Multiple Choice: Questions and Answers, Pedagogy and Technology in the History classroom

  • 'Really weird and freaky': using a Thomas Hardy short story as a source of evidence in the Year 8 classroom

      Teaching History article
    Can 25 so-called ‘low ability’ girls access 30 pages of difficult text? Yes, much more easily they can access the tiny, sanitised, made-easy ‘gobbets’ that they are normally exposed to in the name of ‘access’. Mary Woolley makes the point that boring texts are those that tell you only essential...
    'Really weird and freaky': using a Thomas Hardy short story as a source of evidence in the Year 8 classroom

  • Cunning Plan 100: teaching the First World War in Year 9

      Teaching History feature
    History teacher and head of department stand outside noisy Year 9 class. Bombs (paper ones) fly everywhere; in corner of room mutiny is being discussed ... many pupils are refusing to follow their leader's last minute orders - they will not be opting for history! The war of attrition (excessive...
    Cunning Plan 100: teaching the First World War in Year 9

  • 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