Filter your results

Historian
Primary
Secondary
Student
Publications
Podcasts
Higher Education
Branches

Found 2,181 results matching 'french revolution' 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.

  • School History Scene: the unique contribution of theatre to history teaching

      Teaching History article
    The study of history has to be vibrant. It is about real people, real dramas, real narrative, real human dilemmas. It is not surprising that, despite manifold structural pressures working against us, take-up for GCSE history is once again buoyant. There are all manner of reasons for this - is...
    School History Scene: the unique contribution of theatre to history teaching

  • Hitting the right note: how useful is the music of African-Americans to historians?

      Teaching History article
    Here is a wonderful reminder of the richness of materials available to history teachers. With ever greater emphasis being placed on different learning styles, it is a good moment to remind ourselves that we can cater for virtually all of them in our classrooms. This includes a preference for learning...
    Hitting the right note: how useful is the music of African-Americans to historians?

  • The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience

      Teaching History article
    What would you expect the differences to be between Japan and England in how pupils learn history in the post-14 phase? Perhaps your guess would be: Japanese school students learn a lot of historical facts and focus upon their own identity and English school students talk a lot more in...
    The teaching and learning of history for 15-16 year olds: have the Japanese anything to learn from the English experience

  • Getting personal: making effective use of historical fiction in the history classroom.

      Teaching History article
    Writing stories in history lessons? But we don’t do things like that in history do we? Strange bedfellows though history and fiction might seem, Dave Martin and Beth Brooke make a strong case for collaboration between the English and history departments in order to introduce students to the challenging task...
    Getting personal: making effective use of historical fiction 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

  • International relations at GCSE... they just can't get enough of it

      Teaching History article
    There is no reason why pupils of so-called ‘average’ and ‘below-average ability’ cannot both understand and enjoy studying complicated international events. Indeed, in the interests of inclusion and raised standards, it is vital that they do. Our Letters Pages in the last two editions captured something of the history teaching...
    International relations at GCSE... they just can't get enough of it

  • Making learning drive assessment: Joan of Arc - saint, witch or warrior?

      Teaching History article
    Andrew Wrenn describes his work with Barry Williams and the teachers of the history department at Ailwyn School (11-14 comprehensive), Ramsey in Cambridgeshire. Devoting equal attention to the ‘what’ and the ‘how’ of history assessment, he shows how this group of teachers developed a fresh approach to assessment out of...
    Making learning drive assessment: Joan of Arc - saint, witch or warrior?

  • Plotting maps and mapping minds: what can maps tell us about the people who made them

      Teaching History article
    As historians, we know that ‘factual’ information should never be uncritically accepted. And yet, too often, that is exactly what we do with the maps we use to locate ourselves and our students. Evelyn Sweerts and Marie-Claire Cavanagh, who now work in a European School in Brussels but until recently...
    Plotting maps and mapping minds: what can maps tell us about the people who made them

  • Stretching the straight jacket of assessment: use of role play and practical demonstration to enrich pupils' experience of history at GCSE and beyond

      Teaching History article
    As in his previous, popular and influential Teaching History articles, Ian Luff has once again provided us with a wide range of high-quality, practical activities informed by a rigorous and persuasive rationale. This time, he has turned his attention to the use of role play and active demonstration at GCSE...
    Stretching the straight jacket of assessment: use of role play and practical demonstration to enrich pupils' experience of history at GCSE and beyond

  • Essay writing for everyone: an investigation into different methods used to teach Year 9 to write an essay

      Teaching History article
    Essay writing is at the very heart of school history, yet despite the wide range of developments in this area over the past decade, pupils still struggle. Alex Scott and his department decided to investigate a variety of methods to see what methods worked in enabling pupils to construct essays...
    Essay writing for everyone: an investigation into different methods used to teach Year 9 to write an essay

  • Putting life into history: how pupils can use oral history to become critical historians

      Teaching History article
    However imaginative and enquiring classroom history may be, the history itself is usually constructed by a historian, a textbook author or a teacher. It is rare that pupils gain the opportunity to construct original histories of their own. Oral history can offer this opportunity. Yet as a methodology, oral history...
    Putting life into history: how pupils can use oral history to become critical historians

  • 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

  • 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

  • Using fictional characters to explore the relationship between historical interpretation and contemporary attitude

      Teaching History article
    Helping students to understand how and why people in the present interpret the past differently is a challenge. It is also vital if we are to develop an understanding of why the meanings we ascribe to the past are not fixed, but rather are subject to our own prejudices or...
    Using fictional characters to explore the relationship between historical interpretation and contemporary attitude

  • 'I just wish we could go back in the past and find out what really happened': progression in understanding about historical accounts

      Teaching History article
    This is the second in a series of articles for Teaching History in which Peter Lee and Denis Shemilt share the findings of Project Chata (Concepts of History and Teaching Approaches). In their first article (see Edition 113), they questioned the wisdom of using the National Curriculum attainment target as...
    'I just wish we could go back in the past and find out what really happened': progression in understanding about historical accounts

  • 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'?

  • Voices from Rwanda: when seeing is better than hearing

      Teaching History article
    Where were you when you last witnessed history being formed? How did you know that the events you had witnessed would turn out to be significant? The missile attack on a plane in Rwanda on 6 April 1994 passed Martyn Beer by at the time. It was later that he...
    Voices from Rwanda: when seeing is better than hearing

  • 'Who, after all, speaks today of the annihilation of the Armenians?'

      Teaching History article
    How can the Holocaust be represented? In this article, Andrew Wrenn takes as his example the United States Holocaust Memorial Museum. He helps teachers encourage pupils to get beneath the surface, and look analytically at the Museum itself as an interpretation of the Holocaust. Such an investigation provides pupils and...
    'Who, after all, speaks today of the annihilation of the Armenians?'

  • Innovation, inspiration and diversification: new approaches to history at Key Stage 3

      Teaching History article
    Good history teaching should not be the responsibility of a single department working in isolation. The history subject community as a whole should work together to ensure that history teaching is of as high a quality as possible. This does not mean that every department, and every teacher, should do...
    Innovation, inspiration and diversification: new approaches to history at Key Stage 3

  • A complex empire: National Archives Learning Curve takes on the British Empire

      Teaching History article
    Ben Walsh describes some of the rationale behind the construction of the new Learning Curve exhibition on the British Empire and, in so doing, makes a strong case for placing empire generally and the British Empire in particular at the heart of historical study for all teenagers. A complex and...
    A complex empire: National Archives Learning Curve takes on the British Empire

  • Keeping the kids on message...one school's attempt at helping sixth form students to engage in historical debating using ICT

      Teaching History article
    At post-16 level, keeping the ‘kids’ on message is critical. Teaching and learning must be focused on the relatively narrow goals of the examination syllabus, but set within broader historical and historiographical contexts. Students need to how know, and where, to fit their ideas into those of existing historians. Ideally...
    Keeping the kids on message...one school's attempt at helping sixth form students to engage in historical debating using ICT

  • Moral dilemmas: history teaching and the Holocaust

      Teaching History article
    The new Holocaust Exhibition at the Imperial War Museum in London has been very favourably received by the general public, and by teachers and their students. Initially controversial - was a war museum the ideal site for such an exhibition, for example? - it has since been widely praised for...
    Moral dilemmas: history teaching and the Holocaust

  • Question: When is a comment not worth the paper it's written on? Answer: When it's accompanied by a Level, grade or mark!

      Teaching History article
    In this article, Simon Butler advances a strong case for ‘comments only’ marking. Good assessment, he argues, is about encouraging students to reflect on their current performance and take responsibility for their own progress. Assigning Levels to pupils’ work is often justified in terms of the generation of targets which...
    Question: When is a comment not worth the paper it's written on? Answer: When it's accompanied by a Level, grade or mark!

  • Year 7 pupils collaboratively design an historical game about a medieval peasant

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Jacques Haenen and Hanneke Tuithof describe an activity that they developed for pupils as part of an initial teacher education course. Teams of Year 7 pupils were given a structure and guidelines within which they...
    Year 7 pupils collaboratively design an historical game about a medieval peasant

  • Drop the dead dictator: a Year 9 newsroom simulation

      Teaching History article
    Rosalind Stirzaker has big ambitions for her students. She wants them to do more than make a simple list of the key causes of the Second World War. Yes, she wants them to complete a piece of written work, but she wants – and gets – a great deal more...
    Drop the dead dictator: a Year 9 newsroom simulation