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Found 677 results matching 'revolutions' within Secondary > Curriculum Support > Periods and Themes   (Clear filter)

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  • How should women’s history be included at Key Stage 3?

      Teaching History article
    Susanna Boyd ‘discovered’ women’s history while studying for her own history degree, and laments women’s continued absence from the school history curriculum. She issues a call-to-arms to make the curriculum more inclusive both by re-evaluating the criteria for curricular selection and by challenging established disciplinary conventions. She also weighs up...
    How should women’s history be included at Key Stage 3?

  • The dialogic dimensions of knowing and understanding the Norman legacy in Chester

      Teaching History article
    Michael Bird and Thomas Wilson focus their attention directly on the voices of pupils, in dialogue with their teacher and with each other, as they draw inferences from differing sources about the Norman legacy in Chester. By carefully examining dialogue stimulated by these sources, Bird and Wilson demonstrate not only...
    The dialogic dimensions of knowing and understanding the Norman legacy in Chester

  • Using an anthology of substantial sources at GCSE

      Teaching History article
    Struck by his GCSE students’ bewildered expressions when studying source extracts, Liam McDonnell decided to adopt a new approach to source analysis. Inspired by the work of other history teachers, McDonnell decided to use an anthology of substantial sources when studying nineteenth-century Whitechapel in London. By revisiting the sources at...
    Using an anthology of substantial sources at GCSE

  • Polychronicon 175: Paris 1919 – a century on

      Teaching History feature
    The Paris peace conference resulted in five major treaties, each with one of the defeated Central Powers. Of these the most consequential was the Treaty of Versailles with Germany, signed on 28 June 1919, which was denounced by the young economist John Maynard Keynes in his bestselling polemic The Economic...
    Polychronicon 175: Paris 1919 – a century on

  • What kinds of feedback help students produce better historical narratives of the interwar years?

      Teaching History article
    Narrative has begun to take its place alongside the essay, for so long the stereotypical currency of the history teacher and student. In this work, based on his experiences as a PGCE student, Alex Rodker argues powerfully that it is time now to consider how to help students to produce...
    What kinds of feedback help students produce better historical narratives of the interwar years?

  • Cunning Plan 174: creating a narrative of the interwar years

      Teaching History feature
    The major aim of this sequence of lessons was to teach Year 8 how to create and refine a narrative. I chose a period I was substantively confident on, which lent itself well to the narrative form, had a number of prominent academic narratives published about it and followed neatly...
    Cunning Plan 174: creating a narrative of the interwar years

  • Exploring the importance of local visits in developing wider narratives of change and continuity

      Rethinking religious rollercoasters
    The authors of this article take a well-known structural framework for students’ thinking about the Reformation and give it a twist. Their Tudor religious rollercoaster is informed by local visits in their setting in Guernsey – an area where the local picture was not quite the same as the national...
    Exploring the importance of local visits in developing wider narratives of change and continuity

  • Polychronicon 174: Votes for Women

      Teaching History feature
    The beginnings of the nationally organised campaign for women’s suffrage began with suffragists’ orchestration of the petition to Parliament in favour of female suffrage in 1866. The petition contained almost 1,500 names from across the country and was presented to parliament by the Liberal MP John Stuart Mill; it was...
    Polychronicon 174: Votes for Women

  • Cunning Plan 139: Victorian debates about progress

      Teaching History feature
    How can we interest students in the world of ideas? How can we help them to see how important ideas were in shaping and reflecting the world of the Victorians? Working with the overarching enquiry question, ‘Why did some Victorians believe in progress in the nineteenth century and others did not?’ I devised...
    Cunning Plan 139: Victorian debates about progress

  • Triumphs Show 173: Teaching Black Tudors

      Teaching History journal feature
    I am ashamed to admit that, until recently, my teaching of black history did not go beyond schemes of work on the transatlantic slave trade and the civil rights movement in the USA. This all changed in November 2017 when I heard Dr Miranda Kaufmann on the ‘BBC History Extra’...
    Triumphs Show 173: Teaching Black Tudors

  • Polychronicon 173: From American Indians to Native Americans

      Teaching History journal feature
    Few sub-fields of American history have undergone as many changes over time as the study of Native Americans/American Indians. While nineteenth- and early twentieth-century historians portrayed Native Americans as savage barbarians or ignored them entirely, late twentieth-century historians portrayed them as victims of circumstance and aggressive European conquest. Today, modern...
    Polychronicon 173: From American Indians to Native Americans

  • Cunning Plan 173: using Black Tudors as a window into Tudor England

      Teaching History journal feature
    On 29 September 2018 I was fortunate enough to get involved with a collaborative project with Dr Miranda Kaufmann, the Historical Association, Schools History Project, and a brilliant group of people from different backgrounds all committed to teaching about black Tudors. In this short piece, I will share how I...
    Cunning Plan 173: using Black Tudors as a window into Tudor England

  • ‘Its ultimate pattern was greater than its parts’

      Teaching History journal article
    Identifying the challenges his students faced both with recall and analysis of the content they had learned for their GCSE course, Ed Durbin devised a solution which focused not on exam skills and revision lessons, but on using Key Stage 3 to build the ‘hinterland’ of contextual knowledge and causal...
    ‘Its ultimate pattern was greater than its parts’

  • Polychronicon 172: Health in the Middle Ages

      Teaching History feature
    The history of medicine, health, and illness between c. 500 AD and 1500 has received a great deal of scholarly attention in recent decades. It’s a fascinating field that can tell us a great deal about medieval people’s everyday lives and their day-to-day worries: after all, everyone is ill or...
    Polychronicon 172: Health in the Middle Ages

  • Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

      Teaching History journal article
    Puzzled by the shrugs and unimaginative responses of his students when asked certain counterfactual questions, James Edward Carroll set out to explore what types of counterfactual questions would elicit sophisticated causal explanations. During his pursuit of the ‘gold standard’ of counterfactual reasoning, Carroll drew upon theories of academic history in...
    Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13

  • The particular and the general

      Teaching History article
    When your pupils use terms such as ‘king’ and ‘Parliament,’ what image do they have in their head? Do they know what they are talking about at all? Do they have a nuanced, period-specific vision of what these terms mean in the context of their current historical studies, and of...
    The particular and the general

  • Women’s Suffrage: history and citizenship resources for schools

      Article
    Are you teaching 20th-century history? Do you want to refresh your teaching of the campaign for women’s rights and equal representation? Don’t forget to register for the Suffrage Resources website, a free resource developed specifically for schools to help teachers and students explore the rich history of the suffrage movement and...
    Women’s Suffrage: history and citizenship resources for schools

  • Seeing beyond the frame

      Teaching History article
    History teachers frequently show pupils visual images and often expect pupils to interrogate such images as evidence. But confusions arise and opportunities are missed when pupils do this without guidance on how to ‘read’ the image systematically and how to place it in context. Barbara Ormond gives a detailed account...
    Seeing beyond the frame

  • Polychronicon 171: Policing in Nazi Germany

      Teaching History feature
    The nature of policing in Nazi Germany is a subject which continues to fascinate historians. The Gestapo (Geheime Staatspolizei) was an integral part of the Nazi terror system but historians have been and still are at odds as to how it actually functioned. Areas of debate have focused on the...
    Polychronicon 171: Policing in Nazi Germany

  • Helping Year 9 evaluate explanations for the Holocaust

      Teaching History article
    ‘It made my brain hurt, but in a good way': helping Year 9 learn to make and to evaluate explanations for the Holocaust Why genocides occur is a perplexing and complex question. Leanne Judson reports a strategy designed to help students think about perpetration and evaluate and propose explanations for...
    Helping Year 9 evaluate explanations for the Holocaust

  • History Teaching in Belarus: Between Europe and Russia

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017 ISSN: 14472-9474 Abstract This paper is devoted to social uses of history teaching and history textbooks. It analyses, first, how the history of the lands of Belarus, at the crossroads between Europe and Eurasia, was...
    History Teaching in Belarus: Between Europe and Russia

  • The History of Afro-Brazilian People

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017ISSN: 14472-9474 Abstract This work is part of the following research projects: ‘Indians, Quilombolas, and Napalm’ funded by the Ministry of Education (MEC/CAPES-Brazil), and ‘Teaching-learning methodology and evaluation in controversial social issues of humanities and its...
    The History of Afro-Brazilian People

  • “They Ought to Know the Achievements of the Ancient Greeks”

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017ISSN: 14472-9474 Abstract This paper focus on the role of archaeology and material culture in supporting national narratives for younger generations, examining the ideas and perceptions of prospective teachers of Greek Primary Education. Firstly, the contribution...
    “They Ought to Know the Achievements of the Ancient Greeks”

  • Narrating “Histories of Spain”

      Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017 ISSN: 14472-9474 Abstract This study analyses the role of Spanish teacher training students as narrators of what they consider to be the history of Spain. Results of this empirical study are based on a random...
    Narrating “Histories of Spain”

  • The Past, the Present and the Future of the Economic Crisis, through Greek Students’ Accounts of their History

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017ISSN: 14472-9474 Abstract This is an analysis of 97 written questionnaires given to university students’, prospective teachers’. Students were asked first to narrate the Greek state’s history, second to make predictions about the future. It took...
    The Past, the Present and the Future of the Economic Crisis, through Greek Students’ Accounts of their History