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Found 1,228 results matching 'brief history' within Publications > Teaching History   (Clear filter)

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  • 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

  • Using visual sources to understand the arguments for women's suffrage

      Teaching History article
    Visual sources, Jane Card argues, are a powerful resource for historical learning but using them in the classroom requires careful thought and planning. Card here shares how she has used visual source material in order to teach her students about the women's suffrage movement. In particular, Card shows how a...
    Using visual sources to understand the arguments for women's suffrage

  • ‘Miss, what’s the point of sources?’ Helping Year 11 to understand the discipline

      Teaching History article
    Clare Bartington noticed that her students’ focus on the specific kinds of question used in examinations appeared to have undermined their understanding of how historians actually use sources. Instead of approaching the traces or ‘leftovers’ of the past as potential sources of evidence in relation to a particular question, her students believed...
    ‘Miss, what’s the point of sources?’ Helping Year 11 to understand the discipline

  • Reflecting on rights: teaching pupils about pre-1832 British politics using a realistic role-play

      Teaching History article
    Ian Luff’s discussion of role-play and his many practical examples (Ian Luff (2000) in Issue 100) drew a huge and positive response from readers. Luff emphasised the simple and the realistic, and, at the same time, showed how to get maximum value from these winning activities through a tight learning...
    Reflecting on rights: teaching pupils about pre-1832 British politics using a realistic role-play

  • Meeting the historian through the text

      Teaching History article
    Edna Shoham and Neomi Shiloah describe a process by which they taught their 15-year-old students to read historians’ accounts for sub-text, meaning and assumptions. In its emphasis on ‘meeting the historian’, their work overlaps with much of the thinking about teaching pupils about historical ‘interpretations’ as specifically required by the...
    Meeting the historian through the text

  • Year 9 use a 'road map' to problematise change and continuity

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Rachel Foster, a trainee teacher on teaching placement in November of her PGCE year, wanted her Year 9 pupils to understand the complexity of historical change. She also wanted them to find the difficult challenge...
    Year 9 use a 'road map' to problematise change and continuity

  • Thematic or sequential analysis in causal explanations

      Teaching History article
    Struck by what he saw as the complexity, artistry and cognitive achievement of historians' narrative accounts, Robin Kemp decided to explore ways of teaching his pupils to write narrative and to analyse the role of such writing in developing various kinds of historical thinking. Working with Year 8 and Year...
    Thematic or sequential analysis in causal explanations

  • Developing Year 8 students' conceptual thinking about diversity in Victorian society

      Teaching History article
    Developing Year 8 students' conceptual thinking about diversity in Victorian society Elizabeth Carr writes here about a new scheme of work she developed to teach students about diversity in Victorian society. When dealing with a concept such as diversity, it can be easy for students to slip into stereotypes based...
    Developing Year 8 students' conceptual thinking about diversity in Victorian society

  • Polychronicon 145: Interpreting the history of the modern prison

      Teaching History feature
    On the morning of Sunday 24 January 1932 convicts paraded in the exercise yards at Dartmoor Convict Prison in Devon. Suddenly, inmates began to break ranks, encouraging others to do likewise. Some prisoners were shepherded into cell blocks by officers but control mechanisms quickly collapsed and the remaining inmates had...
    Polychronicon 145: Interpreting the history of the modern prison

  • Move Me On 131: Mentor struggling to help trainee learn to plan independently

      Teaching History feature
    Richard Baxter's mentor is struggling to know how to help him plan independently. Richard Baxter is a relatively young trainee with a background in ancient history. He came to the PGCE course straight after completing his undergraduate degree, and is aware of his relative youth as well as what he...
    Move Me On 131: Mentor struggling to help trainee learn to plan independently

  • Triumphs Show 119: bringing the big picture to life using a 3D rollercoaster

      Teaching History feature
    In this edition of 'Triumphs Show' Kate Dacey demonstrates the effectiveness of visual stimuli in improving pupils' historical understanding. Dacey achieved this by using a 3D wall display to depict the turbulent period of the Reformation.
    Triumphs Show 119: bringing the big picture to life using a 3D rollercoaster

  • Move Me On 192: analytical focus with diverse histories

      Teaching History feature
    Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon...
    Move Me On 192: analytical focus with diverse histories

  • Evidential understanding, period knowledge and the development of literacy: a practical approach to 'layers of inference' for Key Stage 3

      Teaching History article
    Claire Riley explains how she developed and improved the ‘layers of inference' diagram-already a popular device since Hilary Cooper's work-as a way of getting pupils fascinated by challenging texts and pictures. Working with the whole ability range in Year 9 she analyses her successes and failures, offering many practical suggestions...
    Evidential understanding, period knowledge and the development of literacy: a practical approach to 'layers of inference' for Key Stage 3

  • 'What's that stuff you're listening to Sir?' Rock and pop music as a rich source for historical enquiry

      Teaching History article
    Building on the wonderful articles by Mastin and Sweerts & Grice in TH 108, Simon Butler urges us here to make greater use of rock and pop music in history classrooms. His reasons are persuasive. First, it provides a rich vein of initial stimulus material to tap, helping us to...
    'What's that stuff you're listening to Sir?' Rock and pop music as a rich source for historical enquiry

  • The Tenth Grade tells Bismarck what to do: using structured role-play to eliminate hindsight in assessing historical motivation

      Teaching History article
    Neomi Shiloah and Edna Shoham show how history teachers in Israel have begun to move away from traditional talk-and-chalk based teaching. They describe a blend of role-play and ICT that not only grabs pupils’ attention and caters for different styles of learning but also helps pupils to appreciate the difficulties...
    The Tenth Grade tells Bismarck what to do: using structured role-play to eliminate hindsight in assessing historical motivation

  • Being ambitious with the causes of the First World War: interrogating inevitability

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated Gary Howells asks hard questions about typical teaching and assessment of historical causation at Key Stage 3. Popular activities that may be helpful in addressing particular learning areas, or in teaching pupils to use the...
    Being ambitious with the causes of the First World War: interrogating inevitability

  • Developing awareness of the need to select evidence

      Teaching History article
    Let's play Supermarket ‘Evidential' Sweep: developing students' awareness of the need to select evidence Despite having built a sustained focus on historical thinking into their planning for progression across Years 7 to 13, Rachel Foster and Sarah Gadd remained frustrated with stubborn weaknesses in the evidential thinking of students in...
    Developing awareness of the need to select evidence

  • How Michael moved us on: transforming Key Stage 3 through peer review

      Teaching History article
    Thomas Tallis history department have an interesting approach to planning. Whereas, all too often, this most time-consuming and intellectually demanding of teachers’ tasks is rendered invisible, and is supposed to happen by magic in the middle of the night, this department chose to make the planning process genuinely collaborative, pivotal...
    How Michael moved us on: transforming Key Stage 3 through peer review

  • Seeing, hearing and doing the renaissance (Part 2)

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. In the last edition of Teaching History, Maria Osowiecki described in detail the fourth lesson in a five-lesson enquiry entitled: What was remarkable about the Renaissance? She also shared her resources for two lively, interactive...
    Seeing, hearing and doing the renaissance (Part 2)

  • Working with Boudicca texts - contemporary, juvenile and scholarly

      Teaching History article
    Please note: this article was written before the the 2014 National Curriculum and some content may now be outdated. Robert Guyver describes a model for teaching Boudicca’s rebellion to pupils aged 7 to 13. Drawing on the tradition of critical source evaluation, he nonetheless shuns aspects of that tradition in favour of...
    Working with Boudicca texts - contemporary, juvenile and scholarly

  • Counterfactual Reasoning: Comparing British and French History

      Teaching History article
    Year 8 use counterfactual reasoning to explore place and social upheaval in eighteenth-century France and Britain Two linked motivations inspired Ellen Buxton's research study: she wanted pupils to make connections between British and French history and she wanted to explore the potential of counter-factual reasoning within a causation enquiry. It...
    Counterfactual Reasoning: Comparing British and French History

  • Getting Year 7 to set their own questions about the Islamic Empire, 600-1600

      Teaching History article
    Sometimes particular problems can lead to unexpected solutions. In this case, Sally Burnham decided to solve a problem that she had identified among her Year 12 students by changing the way in which she teaches Year 7. Her Year 12s were finding it difficult to set appropriate questions for their...
    Getting Year 7 to set their own questions about the Islamic Empire, 600-1600

  • Triumphs Show: Shining a light on Eastern European history with Jadwiga of Poland

      Teaching History feature
    What is the value of local history? How should the history curriculum reflect the lives of our pupils and local communities? While Andrea was on her PGCE placement, we found ourselves posing these questions one afternoon, during a mentor meeting. We discussed how local history can shine a light on...
    Triumphs Show: Shining a light on Eastern European history with Jadwiga of Poland

  • Cunning Plan… to teach about environmental history in the medieval period

      Teaching History feature
    As an undergraduate, following a traditional history course, I was surprised and intrigued, one sunny summer day, to find myself reading about sunspots and studying graphs of solar activity. My reading list for an essay on the social and economic history of the fourteenth century included the work of historians...
    Cunning Plan… to teach about environmental history in the medieval period

  • 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'