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Found 2,180 results matching 'brief history' within Secondary   (Clear filter)

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  • Year 9 use sources to explore contemporary meanings and understandings of appeasement

      Teaching History article
    After reflecting on the difference between his study of source extracts at university and how he was using source extracts in the classroom, Jonathan Sellin went in search of a new way to help his pupils to situate sources in context. Finding inspiration in the work of intellectual historian Quentin...
    Year 9 use sources to explore contemporary meanings and understandings of appeasement

  • Why do we continue to study the Holocaust?

      Teaching History article
    Educators at Imperial War Museums (IWM) have been leading voices in Holocaust education since the Holocaust Exhibition opened at IWM London in June 2000. In this article, Clare Lawlor shares the design of IWM’s new Holocaust Learning Programme for schools, and the pedagogic research that underpinned the design process. The...
    Why do we continue to study the Holocaust?

  • What do we feel we are?

      Article
    I was once told that family history was second only to pornography in the list of most visited websites. I'm not sure of the truth of this but if the popularity of the BBC 2's 'Who do you think you are?' is anything to go by, I wouldn't doubt it....
    What do we feel we are?

  • Mentioning the War: does studying World War Two make any difference to pupils' sense of British achievement and identity?

      Teaching History article
    All of this edition is based on the assumption that the teaching of history can have a significant impact upon the values, views and attitudes of our pupils. But how much impact does it have and of what type? And do we ever examine that impact in order to rethink...
    Mentioning the War: does studying World War Two make any difference to pupils' sense of British achievement and identity?

  • Teaching Years 8 and 9 to write analytically about similarity and difference

      Teaching History article
    Reflecting on the quality of her pupils’ analyses of past diversity and complexity, Molly-Ann Navey was struck by the contrast with their writing geared to other types of disciplinary problem.  Navey therefore set out to develop entirely new sequences of lessons which would teach pupils to shape arguments about similarity...
    Teaching Years 8 and 9 to write analytically about similarity and difference

  • Move Me On 164: Similarity & Difference

      Teaching History feature
    This issue’s problem: Sam Holberry is getting very confused about the concept of similarity and difference Sam Holberry has returned to his main training school after a short placement in another school. Although he found it challenging to work with students he didn’t know, he enjoyed seeing a wider range...
    Move Me On 164: Similarity & Difference

  • Widening the early modern world to create a more connected KS3 curriculum

      Teaching History article
    Readers of this journal will be familiar with a number of ways of approaching the Tudors. Kerry Apps provides here an article detailing her concerns about the differences between what she had been delivering at Key Stage 3 and the broader, connected experience she had as an undergraduate historian. How...
    Widening the early modern world to create a more connected KS3 curriculum

  • The British Communist Party 1920-1945

      Article
    With the collapse of communism in Russia and Eastern Europe, archival material is becoming available not only on these regimes but also on communist parties in the West. Matthew Worley surveys the latest writing on the Communist Party of Great Britain. Since the collapse of Communism, a number of books...
    The British Communist Party 1920-1945

  • Polychronicon 175: Paris 1919 – a century on

      Teaching History feature
    The Paris peace conference resulted in five major treaties, each with one of the defeated Central Powers. Of these the most consequential was the Treaty of Versailles with Germany, signed on 28 June 1919, which was denounced by the young economist John Maynard Keynes in his bestselling polemic The Economic...
    Polychronicon 175: Paris 1919 – a century on

  • Child Health & School meals: Nottingham 1906-1945

      Historian article
    Following Jamie Oliver’s devastating television series on the inadequacy of school meals the present government has been quick to be seen to address the situation. In September 2005, Ruth Kelly, the then Education Secretary, announced a war on junk food in schools.1 This was nothing new, because the history of...
    Child Health & School meals: Nottingham 1906-1945

  • Allowing A-level students to choose their own coursework focus

      Teaching History article
    Faced with the introduction of the new A-levels in 2015 and with a move to a new school, Eleanor Thomas took the opportunity to embrace yet another challenge: giving her students a complete free choice about the focus of their non-examined  assessment (NEA). This article presents the rationale for her...
    Allowing A-level students to choose their own coursework focus

  • Triumphs Show 192: Balancing micro- and macronarratives of the Holocaust

      Teaching History feature
    Lien de Jong celebrates her 90th birthday in September 2023. In lots of ways, her biography is similar to many Europeans of her generation. She was born, grew up and went to school in The Hague during the 1930s. She trained to work in a nursery. In the 1950s, she...
    Triumphs Show 192: Balancing micro- and macronarratives of the Holocaust

  • Podcast Series: The Vikings

      Podcasted history
    An HA Podcasted History of the Vikings featuring Professor Rosamond McKitterick, Sidney Sussex College, University of Cambridge.
    Podcast Series: The Vikings

  • 'Which was more important Sir, ordinary people getting electricity or the rise of Hitler?' Using Ethel and Ernest with Year 9

      Teaching History article
    Mike Murray offers further new perspectives on the relationship between overview and depth in pupils’ historical learning. In an account of his teaching with Raymond Briggs’ Ethel and Ernest to a ‘below-average ability’ class in Year 9, he constructs a rationale for using this moving strip cartoon to motivate, intrigue...
    'Which was more important Sir, ordinary people getting electricity or the rise of Hitler?' Using Ethel and Ernest with Year 9

  • HA Young Voices

      Listening to young people's voices about school history
    As part of our strategy, the HA wants to establish mechanisms to listen to young people’s views about their experience of school history. So far we have gathered peer research from pupils in 15 different secondary schools across the country.  Students were asked to carry out research among their peers....
    HA Young Voices

  • The Power of Context: using a visual source

      Teaching History article
    Drawing on her wealth of experience and expertise in using visual sources in the classroom, in this article Jane Card explores how a single painting, a portrait of Dido Elizabeth Belle Lindsay and her cousin Lady Elizabeth Murray, might form the basis for a sequence of lessons. Arguing that although highly...
    The Power of Context: using a visual source

  • Cunning Plan 159: Was King John unlucky with his Barons?

      Teaching History feature
    Typical teaching of King John and Magna Carta focuses either on the weakness of John or the importance (as Whig historians would see it) of Magna Carta. The first question is a bit boring and the second discussion unhistorical. This enquiry sequence is designed for students aged 11 to 13. It...
    Cunning Plan 159: Was King John unlucky with his Barons?

  • Triumphs Show 159: teaching paragraph construction

      Teaching History feature
    My adventures in dancing in the classroom started back in the autumn term. I was working with a group of Year 8 students looking at interpretations of King John and we were selecting and analysing quotations from historians as part of the enquiry question ‘Was King John really so bad?' My students were struggling with...
    Triumphs Show 159: teaching paragraph construction

  • Using Lesson Study to make microimprovements in teaching Year 8 how to use sources

      Teaching History article
    A highly distinctive and structured approach to teacher development, Lesson Study emerged in Japan but has since been adopted much more widely and now sees growing interest in the UK. Tony McConnell, Davinia Daley, Rebecca Levy, Lisa Waddell and Richard Waddington describe the process by which their school first investigated...
    Using Lesson Study to make microimprovements in teaching Year 8 how to use sources

  • Thinking about the ethical dimension

      Teaching History article
    Responding to concerns about Dutch students’ citizenship education, Tim Huijgen, Paul Holthuis, Roel Nijmeijer and Iris van den Brand set out to design online materials to help students understand the decisions and dilemmas faced by past actors. They focused on the life and actions of Rosie Glaser (1914–2000), a Dutch Holocaust survivor,...
    Thinking about the ethical dimension

  • Polychronicon 171: Policing in Nazi Germany

      Teaching History feature
    The nature of policing in Nazi Germany is a subject which continues to fascinate historians. The Gestapo (Geheime Staatspolizei) was an integral part of the Nazi terror system but historians have been and still are at odds as to how it actually functioned. Areas of debate have focused on the...
    Polychronicon 171: Policing in Nazi Germany

  • Polychronicon 158: Reinterpreting Napoleon

      Teaching History feature
    On 18 June 2015, the two-hundredth anniversary of the great battle of Waterloo will be commemorated in Britain and on the continent (though not in France). It will represent the climax of the Napoleonic bicentenary, which has been in full flow since the turn of the twenty-first century. Fresh biographies...
    Polychronicon 158: Reinterpreting Napoleon

  • Challenging stereotypes and avoiding the superficial: a suggested approach to teaching the Holocaust

      Teaching History article
    Alison Kitson provides a rationale for a scheme of work for Year 9 (13-14 year-olds). She argues that teachers should analyse the kind of historical learning that is taking place when the Holocaust is studied. Critical of the assumption that learning will take place as a result of exposure, she...
    Challenging stereotypes and avoiding the superficial: a suggested approach to teaching the Holocaust

  • Trinity School Museum Project (Bursary Project)

      Museum Project
    The Historical Association was left a legacy by Joan Lewin which became the Joan Lewin Education Bursary Fund. Each year, applicants apply for grants for education projects surrounding aspects of teaching and learning, resources, or education research. In 2012, Siobhan Dickens carried out a project with students to create and...
    Trinity School Museum Project (Bursary Project)

  • It’s just reading, right? Exploring how Year 12 students approach sources

      Teaching History article
    Frustrated by the generic statements that her Year 12 students were making about sources, Jacqueline Vyrnwy-Pierce resolved to undertake a research project into how her students were approaching sources about the French Revolution. Fascinated by the research of American educational psychologist Sam Wineburg, Vyrnwy-Pierce decided to use Wineburg’s methods to find...
    It’s just reading, right? Exploring how Year 12 students approach sources