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Found 2,064 results matching 'TH 178' within Secondary   (Clear filter)

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  • Inverting the telescope: investigating sources from a different perspective

      Teaching History article
    As historians, we are dependent on evidence, which comes in many varieties. Rosalind Stirzaker here introduces a project which she ran two years ago to encourage her students to think about artefacts in a different way. They have examined randomly preserved artefacts such as those of Pompeii, and sets of...
    Inverting the telescope: investigating sources from a different perspective

  • Examining the Value of Teaching Sensitive Matters in History

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017 ISSN: 14472-9474 Abstract Driven by the overarching objective of promoting reconciliation through education, this paper explores the impact of history teaching on youth identity and ethnic relations in Sri Lanka. Building on the arguments of scholars the...
    Examining the Value of Teaching Sensitive Matters in History

  • From The Holocaust To Recent Mass Murders And Refugees

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research [IJHLTR], Volume 14, Number 2 – Spring/Summer 2017ISSN: 14472-9474 Abstract Through studying cases of genocide and mass atrocities, students can come to realize that: democratic institutions and values are not automatically sustained but need to be appreciated, nurtured, and protected; silence and indifference to the...
    From The Holocaust To Recent Mass Murders And Refugees

  • Are historical thinking skills important to history teachers?

      IJHLTR Article
    International Journal of Historical Learning, Teaching and Research IJHLTR, Volume 14, Number 2 – Spring/Summer 2017 ISSN: 14472-9474 Abstract This article presents some findings of a qualitative interview study with 42 Austrian history teachers, conducted in the framework of an on-going three-year research project (2015–2018) funded by the Austrian Science Fund. The study...
    Are historical thinking skills important to history teachers?

  • Thinking makes it so: cognitive psychology and history teaching

      Teaching History article
    What, exactly, is learned knowledge - and why does it matter in history teaching? Michael Fordham seeks to use the general tenets of cognitive psychology to inform the debate about how history teachers might get the best from their students, in particular in considering the role of memory. Fordham surveys the latest research concerning memory while also arguing that remembering does matter in history...
    Thinking makes it so: cognitive psychology and history teaching

  • Polychronicon 166: The ‘new’ historiography of the Cold War

      Teaching History feature
    A great deal of new writing on the Cold War sits at the crossroads of national, transnational and global perspectives. Such studies can be so self-consciously multi-archival and multipolar, methodologically pluralist in approach and often ‘decentring’ in aim, that some scholars now worry that the Cold War risks losing its coherence as a distinct object of...
    Polychronicon 166: The ‘new’ historiography of the Cold War

  • 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

  • The International Journal Volume 7 Number 1

      Journal
    Articles Dursun DilekUsing a Thematic Teaching Approach Based on Pupils' Skill and Interest in Social Studies Teaching   Helena GillespieTeaching Emotive and Controversial History to 7-11 Year Olds: a Report for The Historical Association   Robert GuyverThe History Curriculum in Three Countries - Curriculum Balance, National Identity, Prescription and Teacher...
    The International Journal Volume 7 Number 1

  • Polychronicon 165: The 1917 revolutions in 2017: 100 years on

      Teaching History feature
    The interpretive and empirical frameworks utilised by scholars in their quest to understand the Russian revolutions have evolved and transformed over 100 years. The opening of archives after the collapse of the Soviet Union enabled access to a swathe of new primary sources, some of which have had a transformative...
    Polychronicon 165: The 1917 revolutions in 2017: 100 years on

  • The New History: Theory into Practice

      Classic Teaching History Pamphlets
    Pleas for the 'New History' have now become so commonplace that, if implementation had in anyway matched recommendation, the term 'New' would have ceased to be appropriate. Unfortunately, there appeares to be little agreement as to what the 'New; History is or should be. In what sense, if any, can pupils...
    The New History: Theory into Practice

  • The International Journal Volume 8 Number 2

      Journal
    The International Journal of Historical Learning, Teaching and Research [IJHLTR] was founded to provide an international medium for reporting on History Education. Articles in the edition: Erinc Erdal and Ruken Akar Vural Teaching History through Drama: the ‘Armenian Deportation' Terry Haydn and Richard Harris Children's ideas about what it means...
    The International Journal Volume 8 Number 2

  • Polychronicon 164: The End of the Cold War

      Teaching History feature
    A quarter-century on from 1989-91, with a large amount of archive and media material available, these epic years are ripe for historical analysis. Yet their proximity to our time also throws up challenging questions about the practice of ‘contemporary history’, and the complexity of events raises larger issues about how...
    Polychronicon 164: The End of the Cold War

  • Tracking the health of history in England’s secondary schools

      Teaching History article
    In 2009 the Historical Association conducted the first of what has become an annual survey of history teachers in England. Its aim was to get beyond bare statistics relating to subject uptake and examination success to examine the reality of history teaching across all kinds of schools and to map...
    Tracking the health of history in England’s secondary schools

  • The Northern Ireland Question 1886-1986

      Classic Pamphlet
    The nature of the rights of majorities and minorities is one of the most intractable of the issues raised by the Northern Ireland question, especially since much depends on definitions. Ulster Protestants are a majority in that province but a minority in both Ireland and the United Kingdom, while Catholics,...
    The Northern Ireland Question 1886-1986

  • Key Principles for teaching Thematic Studies at GCSE

      GCSE Guidance
    For many teachers the thematic study is the most new and most troubling unit of the new GCSE specifications. By following this link, you will be connected to an article that appears on www.thinkinghistory.co.uk.  This free website for teachers is maintained by Ian Dawson.  In this article Ian works with...
    Key Principles for teaching Thematic Studies at GCSE

  • Circle Time in the secondary history classroom

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Circle Time is a commonly used technique in primary classrooms and is sometimes used in secondary personal and social education lessons. This open form of classroom organisation allows pupils to share opinions in a democratic...
    Circle Time in the secondary history classroom

  • Nutshell 135: The challenge of analysing 'difference'

      Teaching History feature
    Hello Nutshell. What's all this stuff in the NC Attainment Target about ‘nature', ‘extent' and ‘interplay' of diversity? The trick is to look behind the word ‘diversity'. Then it all makes sense...
    Nutshell 135: The challenge of analysing 'difference'

  • CPD: Beyond the Ballot and Peterloo to the Pankhursts MOOCs

      Secondary CPD from Royal Holloway, UK Parliament and People’s History Museum
    Explore the history of the struggle for women’s suffrage and equality with this course developed by Royal Holloway, University of London, and the UK Parliament. With content from the Parliamentary Archives, the Women’s Library collection at the LSE Library and The National Archives; engaging videos, articles and quizzes; and a...
    CPD: Beyond the Ballot and Peterloo to the Pankhursts MOOCs

  • Interdisciplinary forays within the history classroom

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. How might history and art mutually enrich each other and enhance pupil experience? The short answer, and there is much more to be said as Liz Dawes Duraisingh and Veronica Boix Mansilla show, is by...
    Interdisciplinary forays within the history classroom

  • Anorexia Nervosa in the nineteenth century

      Historian article
    First referred to by Richard Morton (1637-98) in his Phthisiologia under the denomination phthisis nervosa as long ago as 1689, anorexia nervosa was given its name in a note by Sir William Gull (1816-90) in 1874. Gull had earlier described a disorder he termed apepsia hysterica, involving extreme emaciation without...
    Anorexia Nervosa in the nineteenth century

  • 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 162: Reinterpreting the May 1968 events in France

      Teaching History feature
    As Kristin Ross has persuasively argued, by the 1980s interpretations of the French events of May 1968 had shrunk to a narrow set of received ideas around student protest, labelled by Chris Reynolds a ‘doxa’. Media discourse is dominated by a narrow range of former participants labelled ‘memory barons’ –...
    Polychronicon 162: Reinterpreting the May 1968 events in France

  • New, Novice or Nervous? 162: GCSE Thematic Study

      Teaching History feature: the quick guide to the no-quick-fix
    Thematic studies have been a long-standing feature of the Schools History Project (SHP) GCSE specifications in England and Wales; but for teachers of ‘Modern World’ GCSE specifications, the thematic study in the new GCSE specifications for teaching in England from September 2016 is unfamiliar territory. Perhaps you are entirely new...
    New, Novice or Nervous? 162: GCSE Thematic Study

  • From the history of maths to the history of greatness

      Teaching History article
    Readers of Teaching History will be familiar with the benefits and difficulties of cross-curricular planning, and the pages of this journal have often carried analysis of successful collaborations with the English department, or music, or geography. Harry Fletcher-Wood describes in this article a collaboration involving maths, providing for us the...
    From the history of maths to the history of greatness

  • HA response to the DFE consultation on CPD

      CPD Consultation
    In September, the government launched a call for evidence concerning teachers professional development. The Historical Association has responded to the call for evidence on behalf of our members. You can read our response below.
    HA response to the DFE consultation on CPD