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Found 1,242 results matching 'brief history' within Publications > Teaching History   (Clear filter)

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  • Triumphs Show 148.1: collaborating to commemorate Olaudah Equiano

      Teaching History feature
    How a drink in the bar at the SHP conference - and discovery of a shared interest in ICT - led to the campaign for a Blue Plaque for an eighteenth-century abolitionist. What do the 1970 Brazil World Cup-winning team, Charles Darwin and Vanilla Ice all have in common? This...
    Triumphs Show 148.1: collaborating to commemorate Olaudah Equiano

  • 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 Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated.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

  • Exploring change and continuity with Year 7

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. A great deal has been written about causation in the pages of Teaching History. From camels to linguistics, this is a second-order concept that teachers and pupils frequently deliberate. Departments balance the need for substantive knowledge with explicit...
    Exploring change and continuity with Year 7

  • Disciplining cross-curricularity?

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Why should we think in inter-disciplinary rather than cross-curricular terms when planning collaborative work with colleagues in other subjects? What scope is there for working in inter-disciplinary ways and what is the value of such...
    Disciplining cross-curricularity?

  • How did changing conceptions of place lead to conflict in the American West? Reflecting on revision methods for GCSE

      Teaching History article
    Mary Woolley decided to make four revision sheets for her lower-band Year 11 set. Each was to help them view their American West study through a different lens. She was rather uncertain, however (and so were the pupils) about her fourth sheet on places. Her reflections on the revision sheet...
    How did changing conceptions of place lead to conflict in the American West? Reflecting on revision methods for GCSE

  • Camels, diamonds and counterfactuals: a model for teaching causal reasoning

      Teaching History article
    In the last edition of Teaching History, Arthur Chapman described how he uses ICT to develop sixth form students’ conceptual understanding of interpretations, significance and change. In this article, he turns his attention to causal reasoning and analysis. Drawing on the work of historians such as Evans and Carr, he...
    Camels, diamonds and counterfactuals: a model for teaching causal reasoning

  • Move Me On 146: Knowing enough to be able to start planning

      Teaching History feature
    This issue's problem: Jim Boswell is constantly anxious about whether he knows enough to be able to start planning. Jim Boswell is an articulate, enthusiastic student teacher, with previous voluntary work experience teaching English to young asylum-seekers and refugees. Other previous roles in sports coaching and refereeing have clearly paid dividends...
    Move Me On 146: Knowing enough to be able to start planning

  • Exploring pupils' difficulties when arguing about a diverse past

      Teaching History article
    Wrestling with diversity: exploring pupils' difficulties when arguing about a diverse past How can we develop students' ability to argue about diversity? Sarah Black explores this question through classroom research that set out to help students think in complex ways about diversity, drawing on Burbules' work on conceptualising difference and...
    Exploring pupils' difficulties when arguing about a diverse past

  • Move Me On 144: Defines GCSE teaching in terms of a diet of practice exam questions

      Teaching History feature
    This issue's problem: Roger Wendover has come to define GCSE teaching in terms of a diet of practice exam questions. Roger is a few weeks into his second placement and his mentor, John, has been taken aback by the rigid approach that he has adopted in teaching Year 10. John was...
    Move Me On 144: Defines GCSE teaching in terms of a diet of practice exam questions

  • Using ‘Assessment for Learning' to help students assume responsibility

      Teaching History article
    Robin Conway's interest in student led enquiry derived from a concern to encourage his students to take much more responsibility for their own learning. Here he explains how his department gradually learned to entrust students with defining the enquiry questions and planning the kinds of teaching and learning activities to be...
    Using ‘Assessment for Learning' to help students assume responsibility

  • Strategies for A-Level marking to motivate and enable

      Teaching History article
    Jane Facey was unsatisfied with the way in which her A-Level students responded to typical assessment practice. This would normally involve their teacher marking their work and then providing them with written feedback. In looking to move beyond this, Facey drew upon a wide range of research and practice which...
    Strategies for A-Level marking to motivate and enable

  • Polychronicon 144: Interpreting the 1930s in Britain

      Teaching History feature
    For students of my generation (born in 1954) the 1930s had a very clear identity; so, when the far-left Socialist Workers Party launched a campaign against unemployment, in 1975, with the slogan: ‘No Return to the Thirties', we all knew what they meant: unemployment, economic deprivation and the political betrayal...
    Polychronicon 144: Interpreting the 1930s in Britain

  • Witchcraft - Using fiction with Year 8s

      Teaching History article
    Which women were executed for witchcraft? And which pupils cared?  Paula Worth was concerned that her low-attaining set were only going through the motions when tackling causal explanation. Identifying, prioritising and weighing causes seemed an empty routine rather than a fascinating puzzle engaging intellect and imagination. She was also concerned...
    Witchcraft - Using fiction with Year 8s

  • Move Me On 143: Trying to tackle everything at once

      Teaching History feature
    This issue's problem: Emily Hobhouse seems to feel obliged to implement all the new ideas she is learning about at once. Emily Hobhouse has made an impressive start to her PGCE course. She switched to teaching after several years' work in legal practice which meant that she was already used to...
    Move Me On 143: Trying to tackle everything at once

  • Getting Year 7 to vocalise responses to the murder of Thomas Becket

      Teaching History article
    Mary Partridge wanted her pupils not only to become more aware of competing and contrasting voices in the past, but to understand  how historians orchestrate those voices. Using Edward Grim's eye-witness account of Thomas Becket's murder, her Year 7 pupils explored nuances in the word ‘shocking' as a way of...
    Getting Year 7 to vocalise responses to the murder of Thomas Becket

  • Move Me On 141: Teaching the Holocaust

      Teaching History feature
    This issue's problem: Marion Hartog is wondering how to approach teaching the Holocaust, especially with her ‘difficult' Year 9.
    Move Me On 141: Teaching the Holocaust

  • Nutshell 141 - HEDP

      Teaching History feature
    Why has the Institute of Education in London set up their  ‘Holocaust Education Development Programme': isn't there already an awful lot of attention given to the Holocaust in schools? It is true that the Holocaust has become ‘probably the most talked about and oft-represented event of the twentieth century' and...
    Nutshell 141 - HEDP

  • Polychronicon 141: Adolf Eichmann

      Teaching History feature
    Almost 60 years ago Adolf Eichmann went on trial for crimes committed against the Jews while he was in the service of the Nazi regime. His capture by the Israeli secret service and his abduction from Argentina triggered a number of journalistic books that portrayed him as a pathological monster...
    Polychronicon 141: Adolf Eichmann

  • Nazi perpetrators in Holocaust education

      Teaching History article
    The Holocaust is often framed, in textbooks and exam syllabi, from a perpetrator perspective as a narrative of Nazi policy. We are offered a different orientation here. Interrogating and understanding the Holocaust involves understanding why the people who perpetrated the Holocaust did the things that they did. As Wolf Kaiser...
    Nazi perpetrators in Holocaust education

  • Investigating students' prior understandings of the Holocaust

      Teaching History article
    Students make sense of new learning on the basis of their prior understandings: we cannot move our students' thinking on unless we understand what they already know. In this article, Edwards and O'Dowd report how they set out to scope a group of Y ear 8  students' prior learning and...
    Investigating students' prior understandings of the Holocaust

  • A question of attribution: working with ghetto photographs

      Teaching History article
    Holocaust imagery is very familiar, clichéd even. How can we get pupils thinking about it in novel ways and seeing differently? Phillips reports work completed with his PGCE students, proposes a scaffold of questions with which to deconstruct images and applies it to  archive images and to Hollywood representations. Images...
    A question of attribution: working with ghetto photographs

  • Polychronicon 140: Why did the Cold War End?

      Teaching History feature
    The end of the Cold War is a controversial subject. Contemporary analysts did not see it coming. Any explanation of its ending which seeks to build up a network of causation will therefore be forced to make arguments based on events whose significance was not  necessarily seen at the time....
    Polychronicon 140: Why did the Cold War End?

  • Triumphs Show 160: Prezi and propaganda

      Teaching History feature: celebrating and sharing success
    Laura Tilley recognised that her Year 9 students were finding it difficult to work out the intended message of visual propaganda. To help her students make better use of the substantive knowledge they already had, she devised an interactive activity using a presentation software, Prezi. This approach provided students with...
    Triumphs Show 160: Prezi and propaganda

  • Move Me On 139: teaching about change and continuity

      Teaching History feature
    This issue's problem: Debbie Samson is finding it difficult to teach about change and continuity in meaningful ways.
    Move Me On 139: teaching about change and continuity

  • Triumphs Show 139: Whodunnit? The Felling mining disaster of 1812

      Teaching History feature
    Whodunnit? The Felling mining disaster, 1812 The room buzzes as pathologists swap stories about injuries on the latest bodies. Some have virtually all limbs missing, others have been crushed by rockfall. Others have been found seemingly asleep with not a mark on their bodies. You have stepped into a Year...
    Triumphs Show 139: Whodunnit? The Felling mining disaster of 1812