Filter your results

Historian
Primary
Secondary
Student
Publications
Podcasts
Higher Education
Branches

Found 57 results matching 'french revolution' within Secondary > Beginning teacher > Early Career > Cunning Plans   (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.

  • Cunning Plan 109: teaching the French Revolution to Year 12

      Teaching History feature
    This edition of 'Cunning Plan' focuses on teaching Year 12 the French Revolution.
    Cunning Plan 109: teaching the French Revolution to Year 12

  • Cunning Plan 152.2: using Gillray’s cartoons with Year 8

      Teaching History feature
    The past 30 years have seen a general revival in scholarly activity relating to ‘all aspects of 18th-century British history'. However, this increase in academic study, which has broadly coincided with the introduction and development of the National Curriculum in England, has not resulted in the period being studied in great...
    Cunning Plan 152.2: using Gillray’s cartoons with Year 8

  • Cunning Plan 167: teaching the industrial revolution

      Teaching History article
    ‘Disastrous and terrible.’ For Arnold Toynbee, the historian who gave us the phrase ‘industrial revolution’, these three words sum up the period of dramatic technological change that took place in Britain across the eighteenth and nineteenth centuries. We may not habitually use Toynbee’s description in the classroom, but it is...
    Cunning Plan 167: teaching the industrial revolution

  • Cunning Plan 166: developing an enquiry on the First Crusade

      Teaching History feature
    "What shall I say next? We were all indeed huddled together like sheep in a fold, trembling and frightened, surrounded on all sides by enemies so that we could not turn in any direction. It was clear to us that this had happened because of our sins. A great clamour rose to the sky, not...
    Cunning Plan 166: developing an enquiry on the First Crusade

  • Cunning Plan 151: When and for whom has 1688 been 'Glorious'?

      Teaching History feature
    This enquiry is about how interpretations are formed and why they change. It aims to show Year 9, right at the end of their study of British history, the ways in which meanings of 1688 have shifted over time. It will test students' knowledge and strengthen their chronology of 300...
    Cunning Plan 151: When and for whom has 1688 been 'Glorious'?

  • Cunning Plan 159: Was King John unlucky with his Barons?

      Teaching History feature
    Typical teaching of King John and Magna Carta focuses either on the weakness of John or the importance (as Whig historians would see it) of Magna Carta. The first question is a bit boring and the second discussion unhistorical. This enquiry sequence is designed for students aged 11 to 13. It...
    Cunning Plan 159: Was King John unlucky with his Barons?

  • Cunning Plan 161: Magna Carta's legacy

      Teaching History feature
    Both Dawson and Hayes have recently written Cunning Plans that show how exciting Magna Carta is. So why not stop there? Bring the barons to life with a flare of Dawson and send Magna Carta flying across the continent with just a hint of Hayes. Hey, from the same edition,...
    Cunning Plan 161: Magna Carta's legacy

  • Cunning Plan 154: Who is buried in the box?

      Teaching History feature
    Question: Who is buried in the box? Seeking a new and exciting way to introduce my Year 7 students to history, I looked to a practical solution. Ian Dawson once used a Thinking History exercise where students looked at the idea of ‘layers of history'. It was useful in structuring...
    Cunning Plan 154: Who is buried in the box?

  • Cunning Plan 181: Incorporating a more global perspective within Key Stage 3

      Teaching History feature
    While lockdown, in response to the Covid-19 pandemic in the spring of 2020, brought a period of turbulence to the education sector, it also brought a wealth of generosity, with a vast range of free online CPD offered by different providers. One in particular was the webinar series ‘West African History before the 1600s’ hosted...
    Cunning Plan 181: Incorporating a more global perspective within Key Stage 3

  • Cunning Plan 95: Medicine through Time

      Teaching History feature
    GCSE development studies require students to assess change over vast periods of time. How can we cover the content whilst ensuring that our students do not lose sight of the big picture? Look to your choice of big enquiries for the solution. Here is one efficient and motivating approach devised...
    Cunning Plan 95: Medicine through Time

  • 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

  • Cunning Plan 103: why did Henry VIII marry so many times?

      Teaching History feature
    This enquiry sequence was inspired by an Historical Association lecture given last year by Susan Doran entitled, ‘Why did Elizabeth I not marry?’ Through its 14-19 conferences, sections of this journal and local branch activity, the Historical Association has started to secure stronger connection between up-to-date historical scholarship and classroom...
    Cunning Plan 103: why did Henry VIII marry so many times?

  • Cunning Plan 137: making homework more exciting

      Teaching History journal feature
    Ever since I started teaching, homework has been something of a bugbear. Administration alone is a hassle: not only remembering when to set and collect it in, but keeping track of the various students who fail to deliver anything on time (except highly creative excuses) and of the follow-up action...
    Cunning Plan 137: making homework more exciting

  • 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

  • Cunning Plan 163.1: GCSE Thematic study

      Teaching History feature
    I started teaching ‘crime and punishment through time’ thematically a few years ago. I was teaching it as a Schools History Project ‘study in development’. We had moved from ‘medicine through time’ in order to keep things fresh. After six times through the content, much as I loved it, crime,...
    Cunning Plan 163.1: GCSE Thematic study

  • Cunning Plan 158: teaching about the history of the UK Parliament

      Teaching History feature
    2015 is something of a year of anniversaries. It is 50 years since Churchill's death, 200 years since Waterloo, 300 since the Jacobite ‘Fifteen', 600 since Agincourt, 800 since Magna Carta. Clearly every year brings around its own crop of anniversaries; this year just seems to have quite a few...
    Cunning Plan 158: teaching about the history of the UK Parliament

  • 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

  • Cunning Plan 175: Using the England's Immigrants database

      Teaching History feature
    Ever wondered if there is a streak of masochism in those designing A-level history syllabi? The absence of the Spanish Armada from the current Edexcel breadth study in favour of (among other delights) ‘the new draperies’ prompts this question. But the challenge of enthusing modern teenagers with woollen cloth can...
    Cunning Plan 175: Using the England's Immigrants database

  • Cunning Plan 159: Putting the people into Magna Carta

      Teaching History feature
    Does your heart skip with excitement at the prospect of a Year 7 lesson on Magna Carta? No? Magna Carta may be an important part of the long-term story of royal power and individual liberties but it is not a topic that excites many teachers. If it were, teachers would...
    Cunning Plan 159: Putting the people into Magna Carta

  • Cunning Plan 107: the big idea of Freedom

      Teaching History feature
    Big ideas, making connections, citizenship, thinking skills. We were nothing if not ambitious in our planning for this unit for a lower attaining Year 8 group at Langley School in Solihull. Having identified the big ideas which could underpin a dialogue between history and citizenship and make the connections between...
    Cunning Plan 107: the big idea of Freedom

  • Cunning Plan 102.1: teaching decolonisation and the end of apartheid

      Article
    Cunning Plan for teaching decolonisation and the end of apartheid to 13 and 14 year-olds. The rationale behind this teaching unit is manifold: first, it takes away the idea in the children’s minds that all that happened in the twentieth century is world war. Second, it is designed to appeal...
    Cunning Plan 102.1: teaching decolonisation and the end of apartheid

  • Cunning Plan 143: enquiries about the British empire

      Teaching History journal feature
    I wanted to give my Year 8 students ownership of their work on the British Empire by allowing them to suggest our ‘enquiry question'. In order to introduce the Empire, I brought in sugar, spices, bananas, chilli peppers and cotton. I then showed maps demonstrating the Empire at its height....
    Cunning Plan 143: enquiries about the British empire

  • Cunning Plan 93: Study Unit 3: 'The Making of the United Kingdom 1500-1750'

      Article
    This unit contains complex concepts. It is distant from twentieth century life. The challenge is to understand power struggles between King and Parliament, a changing society and a religious upheaval. How do we interest students in religion when they live in a society in which religion takes a back seat?
    Cunning Plan 93: Study Unit 3: 'The Making of the United Kingdom 1500-1750'

  • Cunning Plan 92: The Weimar Republic

      Article
    Teaching the Weimar Republic is rather like teaching the voyage of the Titanic. However much you stress the strengths of the Weimar vessel, they just can't wait to see it sink into the Nazi sea. I have found this problem to be so bad that many of them perceive the...
    Cunning Plan 92: The Weimar Republic

  • Cunning Plan 132: Year 7 and the new National Curriculum

      Teaching History feature
    How can we plan for a coherent Year 7 that makes the most of the new National Curriculum freedom and its almost limitless possible content? Answer: borders, boundaries (and books) Please note: this article was published before the current 2014 National Curriculum.
    Cunning Plan 132: Year 7 and the new National Curriculum