Filter your results

Historian
Primary
Secondary
Student
Publications
Podcasts
Higher Education
Branches

Found 1,876 results matching 'revolutions' within Secondary   (Clear filter)

Not found what you’re looking for? Try using double quote marks to search for a specific whole word or phrase, try a different search filter on the left, or see our search tips.

  • Late Medieval Taxation Records

      Historian article
    There are more than 23,000 medieval taxation records from England and Wales in the Public Record Office alone. For many years the vast majority of them have lain undisturbed in their archive boxes, but recent work is showing the true value of some of these as historical sources and making...
    Late Medieval Taxation Records

  • Bede's Ecclesiastical History of the English People

      Historian article
    Much research has been devoted in recent years to Bede’s Ecclesiastical History of the English People (EH), completed in 731 at the joint monastery of Monkwearmouth-Jarrow; but in one crucial respect little progress has been made: the editing of the text. The excellent edition published by Charles Plummer in 1896...
    Bede's Ecclesiastical History of the English People

  • The Origins of the Local Government Service

      Historian article
    The concept ‘local government’ dates only from the middle of the nineteenth century. ‘Local government service’ emerged later still. In 1903 Redlich and Hirst1 wrote of ‘municipal officers’, while in 1922 Robson2 preferred ‘the municipal civil service’. ‘Local government service’ perhaps derives its pedigree from its use in the final...
    The Origins of the Local Government Service

  • Two Babies That Could Have Changed World History

      Historian article
    'At last have made wonderful discovery in Valley; a magnificent tomb with seals intact; re-covered same for your arrival. Congratulations.’ This telegram was sent from Luxor on the 6th November 1922 by Howard Carter to his coarchaeologist Lord Carnarvon in Britain. It started the Tut·ankh·Amen story which led to a...
    Two Babies That Could Have Changed World History

  • A team-taught conspiracy: Year 8 are caught up in a genuine historical debate

      Teaching History article
    Are top sets always our top priority? Of course, we know that every child matters (should that now have capital letters?) but those of us who teach in an ability-setted context also know that a bottom set left unable to access the curriculum is likely to pose bigger problems than...
    A team-taught conspiracy: Year 8 are caught up in a genuine historical debate

  • Move Me On 126: Setting worthwhile homework

      Teaching History feature
    Val Messalina is a lively and engaging young student teacher who has come straight to the PGCE course after completing her history degree. She has made a positive start to teaching but is quite nervous and tends to look for very clear guidance and support. She is now half way...
    Move Me On 126: Setting worthwhile homework

  • Ralph Sadleir: Hackney's Local Hero or Villain: Examples of learning opportunities in museums and historic sites at Key Stage 3

      Teaching History article
    The benefits of learning in historical sites and museums are well documented. De Silva, Smith and Tranter wrote in Teaching History 102, Inspiration and Motivation Edition, about exploring identity through the biography of a house, suggesting the possibility of teaching from the local to capture the national picture. However, students...
    Ralph Sadleir: Hackney's Local Hero or Villain: Examples of learning opportunities in museums and historic sites at Key Stage 3

  • 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

  • Triumphs Show: A head, a hook and international theft: getting year 9 to debate the intricacies of the impact of empire

      Teaching History feature
    The draft of the revised Key Stage 3 programme of study for history brings a new prominence to the study of the British Empire. Here one department describes their triumph in enabling students to engage with a topic which could seem very distant from their own lives.
    Triumphs Show: A head, a hook and international theft: getting year 9 to debate the intricacies of the impact of empire

  • 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 126: Stonehenge

      Teaching History feature
    Secondary history ought to pay more attention to stones: 1. they are accessible, logistically and educationally, and highly instructive. The Neolithic is everywhere, and generally speaking, free2. venture outside the classroom, into real space or cyberspace, and you stumble into it eventually.3. Archaeological interpretation is an accessible way into aspects...
    Polychronicon 126: Stonehenge

  • A search beyond the classroom: using a museum to support the renewal of a scheme of work

      Teaching History Article
    How many times have you been to a museum or a historical building or a significant place and thought that you want to capture some of its essence to bring back to your pupils? The challenges of geography, risk, expense and staffing can all act as limitations in the planning...
    A search beyond the classroom: using a museum to support the renewal of a scheme of work

  • I understood before, but not like this: maximising historical learning by letting pupils take control of trips

      Teaching History article
    We are used, in the current idiom, to ‘sharing objectives with pupils’. Too often, however, they are emphatically our objectives rather than theirs and sharing is shorthand for one-way communication. Helen Snelson’s article explores what sharing objectives can mean when objectives are genuinely jointly produced, rather than ‘cascaded’ and reports...
    I understood before, but not like this: maximising historical learning by letting pupils take control of trips

  • Independent learning in a nutshell

      Article
    What is independent learning? Independent learning is a strategy whereby students are encouraged to develop the skills and dispositions to be able to think and study for themselves.
    Independent learning in a nutshell

  • Move Me On 125: Lack of conceptual clarity

      Teaching History feature
    This Issue's Problem: Steve Cloye is over half way through his first main teaching placement and has been struggling with the PGCE. His degree was in American Studies, and although this included American history he lacks confidence in his subject knowledge, and particularly in his understanding of the nature of the...
    Move Me On 125: Lack of conceptual clarity

  • Miss, now I can see why that was so important: using ICT to enrich overview at GCSE

      Teaching History article
    Reflection and evaluation are key tools in the box of the successful history teacher. However, a focus on resources or exam results is futile unless a desire to develop pupils’ historical understanding is at the heart of the evaluation process. Maria Osowiecki’s department faced two problems: how to develop their...
    Miss, now I can see why that was so important: using ICT to enrich overview at GCSE

  • Making history meaningful: helping students see why history matters

      Teaching History article
    October 17 saw thousands of people writing a blog of a normal Tuesday as part of the ‘History Matters’ campaign. There was great media interest in the event and the papers were full of the blogs of the famous and not so famous; people were keen to write up their...
    Making history meaningful: helping students see why history matters

  • Creating controversy in the classroom: making progress with historical significance

      Teaching History article
    No longer is historical significance the ‘forgotten key element.’ Indeed, it is now being remembered at last – by politicians, telly-dons and the media in any case. Matthew Bradshaw suggests that the popular emphasis on significant events is wrong. Instead, we should be enabling our pupils to make their own...
    Creating controversy in the classroom: making progress with historical significance

  • 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

  • Move Me On 124: Teaching local history

      Teaching History feature
    This Issue's problem: Lucy Hutchinson is finding it difficult to teach local history well. Now her new mentor has asked her to plan a local history dimension into the 1750-1900 scheme of work.
    Move Me On 124: Teaching local history

  • High achievement in history in a nutshell

      Article
    History is a discipline that attempts to understand human beings, the civilisations, cultures, nations and communities that they make and that make them. History is about time because everything human has its time and time runs out: it is about change, development, coming into being and passing away and about...
    High achievement in history in a nutshell

  • 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

  • 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

  • Developing a history department intranet as a resource for students and staff

      Article
    Four years ago, as an academic historian with a recently-acquired Secondary History PGCE, I was striving to satisfactorily deal with the many challenges faced by all NQTs in their first appointment. Among many other things, it was the sheer pace of the school day and the practical issues of lesson...
    Developing a history department intranet as a resource for students and staff

  • 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