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Found 2,095 results matching 'brief history' within Secondary   (Clear filter)

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  • What Have Historians Been Arguing About... immigration in French history

      Historian feature
    3 July 2024 marks the 50th anniversary of a significant, yet little known, event in French history: the declaration of an end to the recruitment of economic migrants. Over the previous decades, some three million migrant workers had arrived to surprisingly little fanfare, building the economic growth later mythologized by...
    What Have Historians Been Arguing About... immigration in French history

  • Teaching History 134: Local Voices

      The HA's journal for secondary history teachers
    02 Editorial 03 HA Secondary News 04 Relevant, rigorous and revisited: using local history to make meaning of historical significance – Geraint Brown and James Woodcock (Read article) 12 Cunning Plan: Local history at KS3 – Dan Moorhouse (Read article) 15 Nutshell 16 Riots, railways and a Hampshire hill fort: exploiting local...
    Teaching History 134: Local Voices

  • HA Podcasted History: Ancient Persia

      Ancient Persia
    In this series of podcasts Professor Thomas Harrison of the University of Liverpool examines the Persian Empire, life in ancient Persian society and the Greek-Persian War.
    HA Podcasted History: Ancient Persia

  • Extended Writing in History

      Transition Training Session 3
    This is the third of 5 sessions arising from the 2005 KS2-KS3 History Transitions Project: Transition training session 1: Historical Enquiries & Interpretations Transition training session 2: Using ICT in the teaching of history Transition training session 3: Extended writing in history Transition training session 4: Joan of Arc - Saint, Witch...
    Extended Writing in History

  • Decolonise, don’t diversify: enabling a paradigm shift in the KS3 history curriculum

      Teaching History article
    In this article, Dan Lyndon-Cohen makes the case that history departments should move from diversifying the curriculum to decolonising it. After reflecting on some examples of how he made the content of his lessons more representative, he explores how the influence of writers such as Michel-Rolph Trouillot and Emma Dabiri...
    Decolonise, don’t diversify: enabling a paradigm shift in the KS3 history curriculum

  • Move Me On 183: sees no reason to include Black or Asian British history

      Teaching History feature
    Move Me On is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon...
    Move Me On 183: sees no reason to include Black or Asian British history

  • Teaching History 147: Curriculum Architecture

      The HA's journal for secondary history teachers
    02 Editorial  03 HA Secondary News  04 HA Update  08 Beth Baker and Steven Mastin - Did Alexander really ask, ‘Do I appear to you to be a bastard?' Using ancient texts to improve pupils' critical thinking (Read article) 14 Cunning Plan: Getting students to use classical texts - Beth Baker...
    Teaching History 147: Curriculum Architecture

  • Cunning Plan... for teaching about climate change through the history curriculum

      Teaching History feature
    Is this climate change lesson geography or history, Miss? When thinking about teaching climate change in schools we often associate it with subjects like geography or even science, but we hardly think about history. And yet, history has as much claim on this topic as other subjects do, especially when...
    Cunning Plan... for teaching about climate change through the history curriculum

  • The potential of secondary history to respond to the current ecological and climate crisis

      Teaching History article
    In this article Michael Riley and Alison Kitson seek to unlock the potential of the secondary history curriculum to educate young people about the current ecological and climate crisis in ways that might also inform their thinking about how to create a more sustainable future. The article (which mirrors a parallel...
    The potential of secondary history to respond to the current ecological and climate crisis

  • Cunning Plan 142: Why do historical interpretations change over time?

      Teaching History feature
    History teachers have been talking about the need to teach broad narratives, overview and chronology for a long time. They have also recognised how essential it is for students to have an opportunity to study the ways in which the past has been interpreted, and the reasons why these interpretations...
    Cunning Plan 142: Why do historical interpretations change over time?

  • ‘It’s More Complex Than I Assumed’

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 15, Number 1 – Autumn/Winter 2017ISSN: 14472-9474 Abstract As with many nations, the teaching of history in Australian schools is often contested. Two prevailing standpoints can be identified, the first of which, in broad terms, emphasises the acquisition of historical knowledge....
    ‘It’s More Complex Than I Assumed’

  • What Have Historians Been Arguing About... the history of Australia

      Teaching History feature
    In 1968, in his Boyer Lectures, the anthropologist W.E.H. Stanner argued that Australia’s sense of its past, its collective memory, had been built on a state of forgetting: It is a structural matter, a view from a window which has been carefully placed to exclude a whole quadrant of the...
    What Have Historians Been Arguing About... the history of Australia

  • History in Schools: What is the Future?

      History Debate Podcast
    The Future of history in our schools Whether you have children or not, whether you're a teacher or not, if you have a love of History this debate matters to you.
    History in Schools: What is the Future?

  • A Local History Toolkit

      Article
    IntroductionIn this short paper you will discover some of the tools for ‘doing' local history. They are based on where I live: you can get similar types of sources from where you live, work or teach. Your main source will be a local library or record office, but there is...
    A Local History Toolkit

  • Triumphs Show 157: What makes art history?

      Teaching History feature: celebrating and sharing success
    What do 14 Year 7 students, an art teacher, a history teacher and the Victoria and Albert Museum have in common? They are all part of the ‘Stronger Together' Museum Champion project run by The Langley Academy and the River & Rowing Museum and supported by Arts Council England, designed to...
    Triumphs Show 157: What makes art history?

  • Broadening Year 7’s British history horizons with Welsh medieval sources

      Teaching History article
    Hiscox wanted to broaden her students’ understanding of the complexity of the British past, and developed an enquiry into the Norman Conquest of Wales to help achieve that aim. Hiscox reports her enquiry design and its outcomes, sharing how she broadened both content and the types of sources that students...
    Broadening Year 7’s British history horizons with Welsh medieval sources

  • Why history teachers should not be afraid to venture into the long eighteenth century

      Teaching History article
    As ardent advocates of eighteenth-century history, Rhian Fender and Stephen Ragdale were determined to ensure that the period found a secure place within their department’s Key Stage 3 curriculum. Given the extraordinary range of contrasts that epitomise the long eighteenth century, and only ten lessons within which to explore them,...
    Why history teachers should not be afraid to venture into the long eighteenth century

  • 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

  • New, Novice or Nervous? 159: Writing history essays

      Teaching History feature
    Until the 1990s, it was unusual for the majority of England's secondary school students to write history essays. The traditional essay was a staple of the old History O Level examinations, but fewer than 20% of pupils did these history exams. In the 1980s, various history teachers became increasingly concerned...
    New, Novice or Nervous? 159: Writing history essays

  • Acquainted or intimate? Background knowledge and subsequent learning

      Teaching History journal article
    Heather Fearn was intrigued by the factors that might have led her higher-performing students to talk in historically mature ways about unseen sources without any prior knowledge of the topic in hand. She began to wonder if what she was hearing was not best accounted for by a content-free disciplinary...
    Acquainted or intimate? Background knowledge and subsequent learning

  • What’s The Wisdom On... Consequence

      Teaching History feature
    Consequence easily becomes ‘causation’s forgotten sibling’, as Fordham noted, in the title of a workshop presented at the 2012 Historical Association conference. The choice to treat consequence separately from causation in this series of articles is, therefore, a very deliberate one. Yet an emphasis on the importance of consequences should...
    What’s The Wisdom On... Consequence

  • Getting medieval (and global) at Key Stage 3

      Teaching History article
    Taking new historical research into the classroom: getting medieval (and global) at Key Stage 3 Although history teachers frequently work with academic historical writing, direct face-to-face encounters with academic historians are rare in secondary history classrooms. This article reports a collaboration between an academic historian and a history teacher that...
    Getting medieval (and global) at Key Stage 3

  • New alchemy or fatal attraction? History and citizenship

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. The citizenship curriculum at both Key Stages 3 and 4 is currently being redefined and much has been said recently about the contribution that history could or should make to citizenship agendas and to the...
    New alchemy or fatal attraction? History and citizenship

  • Why history matters? Round Table discussion podcast

      Podcasts
    Podcast of the round table discussion available here!The History Matters Annual Conference in May saw the best turnout we've had for some time with a healthy and representative mix of HA members. Our thanks to all those who contributed their time and energy in delivering workshops and lectures. Our afternoon...
    Why history matters? Round Table discussion podcast

  • Who inherits the house? Using heritage to shape pupils’ thinking about historical significance

      Teaching History article
    Reflecting on the reasons why generic models for teaching historical significance are never quite adequate, Rachel Foster found herself considering, instead, the specific contexts in which arguments about historical significance arise.  These reflections took her to the fascinating example of stately homes. Drawing on scholarship such as that of Peter...
    Who inherits the house? Using heritage to shape pupils’ thinking about historical significance