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Found 1,019 results matching 'french revolution' within Publications > Teaching History > Teaching History articles   (Clear filter)

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  • 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

  • Year 12 write Zambia's history for Zambian students

      Teaching History article
    Peter Gray explains how his Year 12 students came to research and write a resource on the history of Zambia, for history teachers in Zambia. The construction of the resource stretched the Year 12 students in new ways: the Internet was useless and there were no easy digests in A-Level...
    Year 12 write Zambia's history for Zambian students

  • Cunning Plan 144: promoting independent student enquiry

      Teaching History feature
    Getting students to generate their own questions can seem like a formidable challenge, even for experienced teachers with extensive subject knowledge developed over years of teaching. Imagine how much more alarming it appeared to a student-teacher being encouraged to take risks by handing more responsibility to the students. Could it...
    Cunning Plan 144: promoting independent student enquiry

  • Exploring diversity at GCSE

      Teaching History article
    Having already reflected on ways of improving their students' understanding of historical diversity at Key Stage 3, Joanne Philpott and Daniel Guiney set themselves the challenge of extending this to post-14 students by means of fieldwork activities at First World War battlefields sites. In addition, they wanted to link the study...
    Exploring diversity at GCSE

  • Triumphs Show 144: Active learning to engage ‘challenging students'

      Teaching History feature
    Active learning to engage and challenge ‘challenging students' Historical significance may have been the ‘forgotten element' in 2002 when Rob Phillips first offered us the acronym ‘GREAT', but it has been seized upon with enthusiasm by the history education community. Christine Counsell's now famous five ‘R's (remarkable, remembered, resonant, resulting...
    Triumphs Show 144: Active learning to engage ‘challenging students'

  • Move Me On 99: Struggling with just about everything

      Teaching History feature
    This Issue's Problem: Sophie Scholl, PGCE Student. is experiencing very seious difficulties...in just about everything. Problem: Sophie is approaching the end of her second school placement. It was clear from her first placement report that she was finding the process of learning to teach extremely difficult, but she displayed a...
    Move Me On 99: Struggling with just about everything

  • Cunning Plan 99: 'a world study after 1900'

      Teaching History feature
    This unit could still become a trawl through two World Wars and then the Cold War (if you don't run out of time). So, when reviewing your planning why not take advantage of being at the turn of a century? Ask pupils what will the twentieth century be remembered for?...
    Cunning Plan 99: 'a world study after 1900'

  • Beyond bias: making source evaluation meaningful to year 7

      Teaching History article
    In this article, Heidi Le Cocq demonstrates how to introduce Year 7 pupils to sophisticated techniques for evaluating sources. Taking up Seán Lang's criticism of the inappropriate use of the term ‘bias', she shows how even very young pupils can be encouraged to move beyond this wearisome response to questions...
    Beyond bias: making source evaluation meaningful to year 7

  • Cunning Plan 98: Britain 1750-1900

      Teaching History feature
    Isaac Newton: ‘For every action, there is an equal and opposite reaction'. Learning that results from action and reaction deepens pupils' understanding of historical content and use of key study skills. It forces them to understand, to wrestle, to articulate, to challenge, to question. Getting pupils to act and react...
    Cunning Plan 98: Britain 1750-1900

  • Substantial sculptures or sad little plaques? Making 'interpretations' matter to Year 9

      Teaching History article
    Andrew Wrenn builds upon current, popular and practical work on ‘interpretations of history' analysed in recent editions. Using the public's responses to the temporary exhibition on the slave trade housed at Bristol City Museum, he offers a range of fascinating practical activities for Year 9 pupils. Many of these could...
    Substantial sculptures or sad little plaques? Making 'interpretations' matter to Year 9

  • Democracy is not boring

      Teaching History article
    Seán Lang argues that whilst history teachers have expressed much support for the citizenship education proposals, and whilst their practice already addresses the skills of evidence-weighing, debate and argument, there are huge gaps in our coverage of relevant content. He argues that the freedom with which teachers may currently interpret...
    Democracy is not boring

  • Build it in, don't bolt it on: history's opportunity to support critical citizenship

      Teaching History article
    Andrew Wrenn offers a wide range of practical examples of the way in which National Curriculum History (and the continuation of its principles at GCSE) supports citizenship education. He focuses chiefly upon Key Element 3, ‘Interpretations', but also Key Element 4 ‘Enquiry'. He illustrates history teachers' long-established concern for the...
    Build it in, don't bolt it on: history's opportunity to support critical citizenship

  • Cunning Plan 123: planning a school trip

      Teaching History journal feature
    School trips are a fantastic opportunity for learning, but they must be planned tightly. Each trip must be carefully justified – what will the students learn which they cannot learn in school? Is this sufficient to justify them (and you) having a day out of the classroom? Does the trip...
    Cunning Plan 123: planning a school trip

  • Move Me On 95: Becoming frustrated with A level

      Teaching History feature
    This Issue's Problem: Mary nightingale, PGCE Student, is becoming frustrated with her 'A' Level Teaching Problem: Mary Nightingale is in the third term of her PGCE course. Although her work with classes at Key Stage 3 and 4 is very successful, she is becoming increasingly frustrated with her A level...
    Move Me On 95: Becoming frustrated with A level

  • Exceptional performance at GCSE

      Teaching History article
    In the last edition of Teaching History (February 1999, Issue 94) Kate Hammond used her own planning and classroom practice to extract some principles for stretching the very able pupil at Key Stage 3. How should history teachers build on this at GCSE? One way of defining goals for such...
    Exceptional performance at GCSE

  • 'Picture This': A simple technique to teach complex concepts

      Teaching History article
    When Peter Clements was introduced to the creative strategy that he describes in this article, his immediate reaction was to dismiss it as childish and trivial. Yet, upon closer examination, he realised that ‘Picture This' offered far more than a lively way of increasing variety and engagement in his GCSE...
    'Picture This': A simple technique to teach complex concepts

  • Engaging Year 9 with Victorian debates about 'progress'

      Teaching History article
    Jonathan White wanted to fill a gap in his students' knowledge of the history of ideas. Despite the appearance of Marx, Smith, Darwin and Malthus in the department's workscheme for Year 9, his Year 13 students appeared to lack any meaningful grasp of these nineteenth-century intellectual reference points. White therefore...
    Engaging Year 9 with Victorian debates about 'progress'

  • Move Me On 138: Uncertain about his Year 7 teaching in a competency based curriculum

      Teaching History feature
    This issue's problem: Amir Timur is very uncertain about his Year 7 teaching within a competency-based curriculum. Amir has just returned from the induction day at his second placement school and is very worried about the Year 7 curriculum he has to teach. The history, geography and RE departments are working...
    Move Me On 138: Uncertain about his Year 7 teaching in a competency based curriculum

  • What about history? Lessons from seven years with project-based learning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Alternative curriculum models can take many forms. Some seem to be imposed on reluctant history teachers with little opportunity for planning. Other teachers are given the opportunity to really embed and revise models that might...
    What about history? Lessons from seven years with project-based learning

  • 'How do ideas travel?' East meets west - and history meets science

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Jamie Byrom is well-known to readers of Teaching History, not least for introducing us to the concept ‘professional wrestling' in the history department (Teaching History,133, Empire Edition). That article, authored with Michael Riley, focused on...
    'How do ideas travel?' East meets west - and history meets science

  • 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

  • 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

  • MTL in a Nutshell

      Teaching History feature
    Help nutshell! I hear that all new history teachers being trained now have to have a Masters degree. Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. It's certainly not compulsory, but you're right that a new kind of Masters course - a Masters...
    MTL in a Nutshell

  • Building memory and meaning

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Sarah Gadd attempted to re-think her department's usual approach to the two-year Key Stage 3. Concerned that a thematic approach might not be securing the overview perspective it was designed to achieve, she decided instead...
    Building memory and meaning

  • Rigorous, meaningful and robust: practical ways forward for assessment

      Teaching History article
    How do we know how good our students are at history? For that matter, how precisely do we really know what ‘good' at history even means? Even harder, how does our assessment of our students' attainment fit in with the National Curriculum Levels for Key Stage 3? Simon Harrison has...
    Rigorous, meaningful and robust: practical ways forward for assessment