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Found 99 results matching 'scheme of work' within Secondary > Curriculum Support > Principles of planning > Disciplinary concepts > Interpretations   (Clear filter)

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  • Polychronicon 158: Reinterpreting Napoleon

      Teaching History feature
    On 18 June 2015, the two-hundredth anniversary of the great battle of Waterloo will be commemorated in Britain and on the continent (though not in France). It will represent the climax of the Napoleonic bicentenary, which has been in full flow since the turn of the twenty-first century. Fresh biographies...
    Polychronicon 158: Reinterpreting Napoleon

  • Polychronicon 167: The strange career of Richard Nixon

      Teaching History feature
    If you know just one thing about the career of the 37th President of the United States, it is likely to be this: Watergate. Nixon’s resignation in August 1974 was caused by his decision to cover up a burglary at the Democratic Party’s campaign headquarters for the 1972 election, which...
    Polychronicon 167: The strange career of Richard Nixon

  • Polychronicon 170: The Becket Dispute

      Journal article
    ‘The Becket Dispute’ (or ‘Controversy’) refers to the quarrel between Henry II and Thomas Becket, Archbishop of Canterbury, which dominated English ecclesiastical politics in the 1160s. It was a conflict with multiple dimensions: a clash of Church and State; a prolonged struggle between two prominent individuals; a close friendship turned...
    Polychronicon 170: The Becket Dispute

  • ‘If you had told me before that these students were Russians, I would not have believed it’

      Teaching History article
    Bjorn Wansink and his co-authors have aligned their teaching of a recent and controversial historical issue – the Cold War – in the light of a contemporary incident. This article demonstrates a means of ensuring that students understand that different cultures’ views of their shared past are nuanced, rather than monolithic – a different concept in philosophy as well as in...
    ‘If you had told me before that these students were Russians, I would not have believed it’

  • Cunning Plan 165: Helping lower-attaining students

      Teaching History feature
    My GCSE students were about to embark on their controlled assessment, which asked them to weigh up conflicting views on the British military’s contribution to the D-Day landings. Students were asked to engage  with a range of historians’ views and textbooks as well as some contemporary source material to assess...
    Cunning Plan 165: Helping lower-attaining students

  • Year 8 and interpretations of the First World War

      Teaching History article
    Dan Smith was concerned that his pupils were drawing on over-simplified generalisations about different periods of the past when they were considering why interpretations change over time. This led him to consider how pupils’ contextual knowledge and chronological fluency might be used more explicitly in order to avoid weak generalisations...
    Year 8 and interpretations of the First World War

  • Polychronicon 163: Europe: the longest debate

      Teaching History feature
    On 23 June, electors in the United Kingdom will vote on whether they wish to remain part of the European Union. The passionate debate around the question has seen the spectre of Hitler and the example of Churchill invoked, with varying  plausibility, by both sides. It has also drawn on the...
    Polychronicon 163: Europe: the longest debate

  • Polychronicon 161: John Lilburne

      Teaching History feature
    John Lilburne might have been destined for obscurity in less interesting times. He was the second son of a minor gentry family, apprenticed to a London woollen merchant in 1632. It was his master’s connections that drew him into religious opposition to Charles I and the illegal book trade, resulting...
    Polychronicon 161: John Lilburne

  • 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

  • The Power of Context: using a visual source

      Teaching History article
    Drawing on her wealth of experience and expertise in using visual sources in the classroom, in this article Jane Card explores how a single painting, a portrait of Dido Elizabeth Belle Lindsay and her cousin Lady Elizabeth Murray, might form the basis for a sequence of lessons. Arguing that although highly...
    The Power of Context: using a visual source

  • Move Me On 155: Historical Intepretation vs. Opinion

      Teaching History feature
    This issue's problem: Helena Swannick tends to treat differences between historical interpretations simply as matters of opinion. Helena Swannick is a career changer who has decided to come into teaching after many years' working in human resources and some time at home caring for two young children. Her degree was a...
    Move Me On 155: Historical Intepretation vs. Opinion

  • Key Concepts at Key Stage 3

      Key Concepts
    Please note: This unit was produced before the 2014 National Curriculum and therefore while much of the advice is still useful, there may be some out of date references or links. For more recent resources on key concepts, see our What's the Wisdom on series. The key concepts can be divided into three...
    Key Concepts at Key Stage 3

  • Polychronicon 159: Interpreting Magna Carta

      Teaching History feature
    First some history: the question of how historiographic and public historical representations of Magna Carta have changed over the last 800 years is an important one. The ‘myth' of Magna Carta as a foundational document for modern democracy is still very powerful. That tradition of understanding the legacy and history...
    Polychronicon 159: Interpreting Magna Carta

  • New, Novice or Nervous? 156: Analysing interpretations

      Teaching History feature
    This page is for those new to the published writings of history teachers. Every problem you wrestle with, other teachers have wrestled with too. Quick fixes don't exist. But if you discover others' writing, you'll soon find - and want to join - something better: an international conversation in which others...
    New, Novice or Nervous? 156: Analysing interpretations

  • 'But why then?' Chronological context and historical interpretations

      Teaching History article
    When Michael Fordham was introduced to Dr Seuss's Butter Battle Book he immediately recognised its potential value in the classroom as a popular interpretation of the Cold War. Wanting his Year 9 pupils to explain how and why the past has been interpreted in different ways he shows the potential pitfalls...
    'But why then?' Chronological context and historical interpretations

  • Polychronicon 155: Interpreting the Origins of of the First World War

      Teaching History feature
    As I write this article I have before me my grandfather's Victory Medal from the First World War. It has inscribed on the reverse side, ‘The Great War for Civilisation 1914-1919'. The absolute certainty of such a justification for Britain's entry into the war seems somewhat hollow as we approach...
    Polychronicon 155: Interpreting the Origins of of the First World War

  • Historical reasoning in the classroom

      Teaching History article
    Historical reasoning in the classroom: What does it look like and how can we enhance it? The history education community has long recognised that historical thinking depends on the interplay between substantive knowledge about the past and the procedural, or second-order, concepts that historians use to construct, shape and give...
    Historical reasoning in the classroom

  • 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

  • Polychronicon 153: Re-interpreting Liberation: the end of the Holocaust?

      Teaching History feature
    In August 1945, Zalman Grinberg, a doctor from Kovno and spokesman for the Liberated Jews in the American Zone of Germany, addressed 1,700 Jewish survivors. ‘What is the logic of destiny to let these individuals remain alive?!' he asked them: We are free now, but we do not know what...
    Polychronicon 153: Re-interpreting Liberation: the end of the Holocaust?

  • Helping Year 9 debate the purposes of genocide education

      Teaching History article
    Connecting the dots: helping Year 9 to debate the purposes of Holocaust and genocide education Why do we teach about the Holocaust and about other genocides? The Holocaust has been a compulsory part of the English National Curriculum since 1991; however, curriculum documents say little about why pupils should learn...
    Helping Year 9 debate the purposes of genocide education

  • Polychronicon 146: Interpreting the history of 'big history'

      Teaching History feature
    In recent decades, a novel approach to history has emerged, called ‘big history', which provides an overview of all of human history, embedded within biological, geological and astronomical history covering the grandest sweep of time and space, from the beginning of the universe to life on Earth here and now....
    Polychronicon 146: Interpreting the history of 'big history'

  • Polychronicon 151: Interpreting the Revolution of 1688

      Teaching History feature
    John Morrill, one of the foremost historians of the British civil wars, has described the events of 1688-9 as the ‘Sensible Revolution'. The phrase captures the essence of a long-standing scholarly consensus, that this was a very unrevolutionary revolution. The origins of this interpretation go back to the late eighteenth...
    Polychronicon 151: Interpreting the Revolution of 1688

  • Polychronicon 147: Witchcraft, history and children

      Teaching History feature
    Witchcraft is serious history. 1612 marks the 400th anniversary of England's biggest peacetime witch trial, that of the Lancashire witches: 20 witches from the Forest of Pendle were imprisoned, ten were hanged in Lancaster, and another in York. As a result of some imaginative commemorative programmes, a number of schools...
    Polychronicon 147: Witchcraft, history and children

  • 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'?

  • Polychronicon 150: Interpreting the French Revolution

      Teaching History feature
    For most of the last two centuries, historical interpretations of the French Revolution have focused on its place in a grand narrative of modernity. For the most ‘counter-revolutionary' writers, the Revolution showed why modernity was to be resisted - destroying traditional institutions and disrupting all that was valuable in an...
    Polychronicon 150: Interpreting the French Revolution