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Found 80 results matching 'french revolution' within Secondary > Curriculum Support > Principles of planning > Using historical scholarship   (Clear filter)

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  • Historical scholarship, archaeology and evidence in Year 7

      Teaching History article
    The stimulus for this article came from two developmental tasks that Barbara Trapani was set during the course of her initial teacher education programme: planning her first historical enquiry and bringing the work of an historian into the classroom. Trapani chose to tackle the two tasks together, using Susan Whitfield’s...
    Historical scholarship, archaeology and evidence in Year 7

  • Teaching Year 9 to take on the challenge of structure in narrative

      Teaching History article
    Reflecting on challenges that had surfaced in their own and others’ efforts to get pupils to write historical narratives, Rachel Foster and Kath Goudie went back to the drawing board to consider the disciplinary purposes of narrative. They used both historical scholarship and theoretical works by historians on narrative construction....
    Teaching Year 9 to take on the challenge of structure in narrative

  • Polychronicon 170: The Becket Dispute

      Journal article
    ‘The Becket Dispute’ (or ‘Controversy’) refers to the quarrel between Henry II and Thomas Becket, Archbishop of Canterbury, which dominated English ecclesiastical politics in the 1160s. It was a conflict with multiple dimensions: a clash of Church and State; a prolonged struggle between two prominent individuals; a close friendship turned...
    Polychronicon 170: The Becket Dispute

  • Building meaningful models of progression

      Teaching History article
    Setting us free? Building meaningful models of progression for a ‘post-levels' world Alex Ford was thrilled by the prospect of freedom offered to history departments in England by the abolition of level descriptions within the National Curriculum. After analysing the range of competing purposes that the level  descriptions were previously...
    Building meaningful models of progression

  • Anything but brief: Year 8 students encounter the longue durée

      Article
    Inspired by The History Manifesto, Suzanne Powell describes in this article her rationale for expanding her students’ horizons by asking them to think about change, similarity and difference on a grand scale. She sets ‘big history’ into its curricular context, and shows the way in which her students could, and...
    Anything but brief: Year 8 students encounter the longue durée

  • ‘This extract is no good, Miss!’

      Journal article
    Frustrated that her A-level students were being overly dismissive when asked to judge the convincingness of academic historians’ arguments, Paula Worth drew on previous history-teacher research and theories of history for inspiration. After noting that her students would unjustly reject esteemed historians’ accounts for lack of comprehensiveness, Worth explains here...
    ‘This extract is no good, Miss!’

  • Reading? What reading?

      Journal article
    Discussions with sixth-form students about reading led Carolyn Massey and Paul Wiggin to start a sixth-formreading group. They describe here the series of themed sessions that they planned, and the student discussion and reflections that resulted. Listening to their students discuss their reading led Massey and  Wiggin to reflect on what is meant by ‘reading around’ the subject, and its role in students’ intellectual...
    Reading? What reading?

  • Triumphs Show 167: Keeping the 1960s complicated

      Teaching History feature: celebrating and sharing success
    During her PGCE year, it became evident to Rachel Coleman just how much pupils struggled with the complicated nature of history. They were troubled in particular by the lack of definitive answers, by the range of perspectives that might be held at the time of a particular event or development...
    Triumphs Show 167: Keeping the 1960s complicated

  • Exploring the challenges involved in reading and writing historical narrative

      Teaching History article
    ‘English king Frederick I won at Arsuf, then took Acre, then they all went home': exploring the challenges involved in reading and writing historical narrative Paula Worth draws on three professional traditions in history education in order to build a lesson sequence on the Crusades for her Year 7s. First,...
    Exploring the challenges involved in reading and writing historical narrative

  • Polychronicon 163: Europe: the longest debate

      Teaching History feature
    On 23 June, electors in the United Kingdom will vote on whether they wish to remain part of the European Union. The passionate debate around the question has seen the spectre of Hitler and the example of Churchill invoked, with varying  plausibility, by both sides. It has also drawn on the...
    Polychronicon 163: Europe: the longest debate

  • Does the grammatical ‘release the conceptual’?

      Teaching History article
    Jim Carroll noticed basic literacy errors in his Year 13s’ writing, but on closer examination decided that these were not best addressed purely as literacy issues. Through an intervention based on clauses, Carroll managed to enable his students to write better, but he did this by teasing out principles of...
    Does the grammatical ‘release the conceptual’?

  • Triumphs Show 164: interpretations at A Level

      Teaching History feature: celebrating and sharing success
    Julia Huber and Katherine Turner found that their A-level students struggled to identify the line of argument in a passage of historical scholarship, an essential prerequisite for answering their coursework question. They devised an activity that helped students to unpick and visually contrast historians’ interpretations of the relative importance of...
    Triumphs Show 164: interpretations at A Level

  • Effective essay introductions

      Teaching History article
    Struck by the dullness of some of her students’ essay introductions, Paula Worth reflected on the fact that she had never focused specifically on introductions. After surveying existing work by history teachers on essay structure in general and introductions in particular, she turns to the work of historians. Drawing on...
    Effective essay introductions

  • Shaping the debate: why historians matter more than ever at GCSE

      Teaching History article
    The question of how to prepare students to succeed in the examination while also ensuring that they are taught rigorous history remains as relevant as ever. Faced with preparing students to answer a question that seemingly precluded argument, Rachel Foster and Kath Goudie demonstrate how they used historical scholarship both to...
    Shaping the debate: why historians matter more than ever at GCSE

  • Promoting rigorous historical scholarship

      Teaching History article
    The history department at Cottenham Village College has one more member than you might expect. Ruth Brown is a teaching assistant (TA) and one of the longest-standing members of the department, and this article is about how her work has an impact on specific pupils, whole classes and teachers. The key...
    Promoting rigorous historical scholarship

  • Year 8 and interpretations of the First World War

      Teaching History article
    Dan Smith was concerned that his pupils were drawing on over-simplified generalisations about different periods of the past when they were considering why interpretations change over time. This led him to consider how pupils’ contextual knowledge and chronological fluency might be used more explicitly in order to avoid weak generalisations...
    Year 8 and interpretations of the First World War

  • Making History Accessible

      Multipage Article
    My students struggle with...  Every student has an entitlement to learn history and to high quality history teaching. In this section you will find support for helping students who struggle with specific aspects of learning history. For each aspect of learning history that students struggle with you will find: A...
    Making History Accessible

  • Move Me On 162: Reading

      Teaching History feature
    This issue’s problem: James Connolly is finding it difficult to judge how much or what kind of reading he should expect of his students. James Connolly, an eager and knowledgeable historian, has frequently struggled to pitch things appropriately for students. This applies particularly to his expectations of their reading, but also...
    Move Me On 162: Reading

  • Using nominalisation to develop written causal arguments

      Teaching History article
    How nominalisation might develop students’ written causal arguments Frustrated that previously taught writing frames seemed to impede his A-level students’ historical arguments, James Edward Carroll theorised that the inadequacies he identified in their writing were as much disciplinary as stylistic. Drawing on two discourses that are often largely isolated from...
    Using nominalisation to develop written causal arguments

  • Polychronicon 155: Interpreting the Origins of of the First World War

      Teaching History feature
    As I write this article I have before me my grandfather's Victory Medal from the First World War. It has inscribed on the reverse side, ‘The Great War for Civilisation 1914-1919'. The absolute certainty of such a justification for Britain's entry into the war seems somewhat hollow as we approach...
    Polychronicon 155: Interpreting the Origins of of the First World War

  • Polychronicon 160: Interpreting 'The Birth of a Nation'

      Teaching History feature
    Controversial from the first year of its release in 1915, 'The Birth of a Nation' has been hailed as both the greatest film ever made and the most racist. On 8 February 1915, it premiered in Los Angeles as 'The Clansman', the name of the novel and play upon which...
    Polychronicon 160: Interpreting 'The Birth of a Nation'

  • How do you construct an historical claim?

      Teaching History article
    While preparing her Year 12 students for an International Baccalaureate paper on early Islam, Kirstie Murray became concerned that students' weaknesses in making claims would be particularly exposed by the challenging complexity of this topic's source record and its contested historiography. Drawing on the practice of other history teachers, especially...
    How do you construct an historical claim?

  • Exploring big overviews through local depth

      Teaching History article
    Exploring big overviews through local depth Rachel Foster and Kath Goudie's search for a more rigorous and interesting way of teaching Year 7 the Norman Conquest was initially driven by a desire to incorporate local history in a more meaningful way in their Key Stage 3 schemes of work. This...
    Exploring big overviews through local depth

  • The Harkness Method: achieving higher-order thinking with sixth-form

      Teaching History article
    Hark the herald tables sing! Achieving higher-order thinking with a chorus of sixth-form pupils On 9 April 1930, a philanthropist called Edward Harkness donated millions of dollars to the Phillips Exeter Academy in the USA. He hoped that his donation could be used to find a new way for students to sit around a table...
    The Harkness Method: achieving higher-order thinking with sixth-form

  • Period, place and mental space

      Teaching History article
    Period, place and mental space: using historical scholarship to develop Year 7 pupils' sense of period What is a sense of period? And how can pupils' sense of period be developed? Questions such as these have troubled history teachers for many years, often revolving around debates over the role played by...
    Period, place and mental space