Filter your results

Historian
Primary
Secondary
Student
Publications
Podcasts
Higher Education
Branches

Found 594 results matching 'life events queen Elizabeth 2' within Publications > Teaching History   (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.

  • Polychronicon 154: Elizabeth I

      Teaching History feature
    Elizabeth I is admired today for her power dressing and her power portraits; her political acumen and her success in a man's world. The adulation of Elizabeth started during her own lifetime when she was praised as a goddess and even as a celestial power. Elizabeth's semi-mythical status is reflected...
    Polychronicon 154: Elizabeth I

  • 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?

  • Making history curious: Using Initial Stimulus Material (ISM) to promote enquiry, thinking and literacy

      Teaching History article
    The idea of gaining pupils’ attention, interest and curiosity at the start of the lesson with an intriguing image, story, analogy or puzzle has long been used by our best history teachers. Michael Riley, through writing and inset, popularised the term ‘hook’ and emphasised its special role at the start...
    Making history curious: Using Initial Stimulus Material (ISM) to promote enquiry, thinking and literacy

  • 'You be Britain and I'll be Germany...' Inter-school e-mailing in Year 9

      Teaching History article
    E-mailing is fast becoming our preferred means of communication and for good reason. It is immediate: we can fire off a few lines and receive a reply within seconds. It is also flexible: unlike a telephone conversation, we do not have to reply there and then; we can go away...
    'You be Britain and I'll be Germany...' Inter-school e-mailing in Year 9

  • Direct teaching of paragraph cohesion

      Teaching History article
    How do we help pupils to write better paragraphs without actually doing it for them? How do we break down the process of essay writing into smaller steps without taking away pupils’ sense of the essay as a whole? How do we give lower-attaining pupils models, structures and frames without...
    Direct teaching of paragraph cohesion

  • Teaching History 19

      Journal
    Editorial, page 2 The Contributors, page 2 The Genesis of the History Teaching Film - B. J. Elliott, page 3 Film and the History Teacher - J. Duckworth, page 8 A Select List of Feature Films of use in the Teaching of History - T. Gwynn, page 11 New Approaches...
    Teaching History 19

  • Cunning Plan 149.2: Exploring the Migration experience

      Teaching History feature
    Teaching a class of newly arrived immigrant teenagers from various backgrounds and ethnicities poses many interesting challenges: varied levels of schooling, varied levels of mastery in a new language, no common frame of reference, varied ways of understanding and making sense of the world and very varied ways of making...
    Cunning Plan 149.2: Exploring the Migration experience

  • Teaching History 74

      The HA's journal for history teachers
    7 The Aims of School History - John White 10 Beyond the Old Dichotomies: Some Reflections on Hayden White - Keith Jenkins 17 Teaching Post-Modern History: A Rational Proposition for the Classroom? - Peter Brickley 23 What is the Future for the History National Curriculum? - Frances M. Connelly 27...
    Teaching History 74

  • Cunning Plan 105: Crusades enquiry

      Teaching History feature
    Jamie Byrom’s article ‘Using a concluding enquiry to reinforce and assess earlier learning’ (TH 99) offered a practical solution both to weak knowledge acquisition in Year 7 and to effective, worthwhile assessment. This enquiry follows the same model. The assumption is that pupils would be carrying out this enquiry at...
    Cunning Plan 105: Crusades enquiry

  • 'Which was more important Sir, ordinary people getting electricity or the rise of Hitler?' Using Ethel and Ernest with Year 9

      Teaching History article
    Mike Murray offers further new perspectives on the relationship between overview and depth in pupils’ historical learning. In an account of his teaching with Raymond Briggs’ Ethel and Ernest to a ‘below-average ability’ class in Year 9, he constructs a rationale for using this moving strip cartoon to motivate, intrigue...
    'Which was more important Sir, ordinary people getting electricity or the rise of Hitler?' Using Ethel and Ernest with Year 9

  • Thinking from the inside: je suis le roi

      Teaching History article
    Dale Banham and Ian Dawson show how active learning deepens students’ understanding of attitudes and reactions to the Norman Conquest. At the same time they build a bold argument for active learning, including a direct strike at the two most common objections to it. Many teachers still see it as...
    Thinking from the inside: je suis le roi

  • Revealing the big picture: patterns, shapes and images at Key Stage 3.

      Teaching History article
    It is easy enough to incorporate overview and depth studies into a scheme-of-work. Units are carved up into those topics that last for several weeks and those that are covered in one. Isn’t that enough to satisfy the requirements of the National Curriculum? Many teachers have gone much further than...
    Revealing the big picture: patterns, shapes and images at Key Stage 3.

  • 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

  • Do Mention the War' : the impact of a National Curriculum study unit upon pupils' perceptions of contemporary German people

      Teaching History article
    What preconceptions do your pupils hold about the Second World War and about German people? How far have these been influenced by home background, by personal experience, by film, by sport, by the Key Stage 2 history curriculum? Paul Coman argues that the last of these deserves greater attention, at...
    Do Mention the War' : the impact of a National Curriculum study unit upon pupils' perceptions of contemporary German people

  • Cunning Plan 163.2: Developing an A-level course in medieval history

      Teaching History feature
    Medieval history has always been a Cinderella era for post-16 students. Some schools offer A-levels in classical civilisation, but most A-level history courses focus on the early-modern and modern periods. A few schools teach an A-level medieval module, with the Crusades being a popular choice. I was therefore excited at...
    Cunning Plan 163.2: Developing an A-level course in medieval history

  • Teaching History 101: History and ICT

      The HA's journal for secondary history teachers
    History and Information Communication Technology, Using ICT in the history classroom, Extending pupils historical vision with limited resources, Using the wordprocessor to connect with knowledge and opinion through revelatory writing, Using the internet to teach about interpretation, Databases, spreadsheets and historical enquiry at Key Stage 3 and much more... A...
    Teaching History 101: History and ICT

  • Polychronicon 148: The Wars of the Roses

      Teaching History feature
    There are few periods in our history from which we turn with such weariness and disgust as from the Wars of the Roses. Their savage battles, their ruthless executions, their shameless treasons seem all the more terrible from the pure selfishness of the ends for which men fought, the utter...
    Polychronicon 148: The Wars of the Roses

  • 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

  • Triumphs Show 150.1: meeting the challenges of the A2 synoptic unit

      Teaching History article
    A collaborative project between Richard Rose Central Academy and University of Cumbria PGCE History trainees to meet the challenges of the A2 synoptic unit. "If I tell you to eat, you will eat! You wanted cake! You stole cake! And now you've got cake! What's more, you're going to eat...
    Triumphs Show 150.1: meeting the challenges of the A2 synoptic unit

  • Teaching History 79

      The HA's journal for history teachers
    5 The Revised History Order - Sue Bennett and Ian Steele 9 From Plowden to Dearing - Patrick Wood 11 Developing an Understanding of Time - Sydney Wood 15 The Development Of Temporal Concepts in Children and its Significance for History Teaching in the Senior Primary School - Cheryl-Ann Simchowitz...
    Teaching History 79

  • Teaching History 78

      The HA's journal for history teachers
    5 Using History to Develop Citizenship Education in the National Curriculum - Peter John and Ian Davies 8 Developing a Multicultural Perspective Within Key Stage 3 National Curriculum History - Paul Bracey 11 History Education in a Democratic South Africa-  Peter Kallaway 17 History Teaching and the Council of Europe -...
    Teaching History 78

  • Teaching History 27

      Journal
    Editorial, page 2 Notes on contributors, page 2 Oral History and the Raj - Andrew Reekes, page 4 Programmed Learning and Guided Learning in History - Brian Garvey, page 7 From a Victorian Scrapheap - David Jeremy, page 10 Simulations and Computers - Richard Ennals, page 13 Mr Polly's History,...
    Teaching History 27

  • Teaching History 38

      Journal
    Editorial, page 2 The Certificate of Pre-Vocational Education - What the History Teacher can Contribute - Ben Kerwood, page 3 The Lincolnshire Educational Aids Project - A Successful Launch into Historical Aids - Ray Acton and Tim Hall, page 8 The Humanities Teaching and Computing Project-Jon Nichol with Jackie Dean,...
    Teaching History 38

  • Teaching History 21

      Journal
    Editorial, page 2 The Contributors, page 2 Children's Inductive Historical Thought: an Interim Report from a Current Research Project - Martin Booth, page 3 Classified Advertisements, page 8 An Approach to Learning History in Primary Schools - R. N. Hallam, page 9 Young Children and the Past - Joan Blyth,...
    Teaching History 21

  • Teaching History 23

      Journal
    Editorial, page 2 The Contributors, page 2 Teaching History: A Content Analysis of Numbers 1 to 20 - Keith Hodgkinson and J. B. Thomas, page 3 History in Sixth Form Colleges in Hampshire - Joan Blyth, page 7 `Booth at Hitchin': Assessing Thinking in History - Bernard Barker and Alan Southgate,...
    Teaching History 23